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MoCA Review > Language Arts > Flashcards

Language Arts Flashcards

1
Q

The four types of literature that students will be exposed to in elementary

A

Narrative
Nonfiction
Poetry
Resource and research material

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2
Q

Narrative

A

A type of literature that tells a story. Narratives are associated with fictional stories, which means that the story is invented, with made up characters and an imaginary plot . Many types of narratives : adventure , fable, fantasy , fairy tale, folk tale, historical fiction, legend, myth, mystery, novel, play, science fiction, and short story

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3
Q

Major elements of a story

A

Plot, characters, setting, tone, point of view, perspective, organization, and theme

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4
Q

Adventure fiction

A

A narrative that provides a great deal of action (often violent) such a a fictional military based narrative

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5
Q

Fable

A

Narrative, a story that uses animals or plants to provide a moral lesson. The animals, which can include mythical creatures, are anthropomorphized, meaning that they have human characteristics

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6
Q

Fantasy

A

Narrative, Fiction involves an invented world, such as J.R.R. Tolkien’s Middle Earth in the lord of the rings series

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7
Q

Fairy tales

A

Narrative, a type of folk tale that contains elements of magic or magical beings, such as a fairy or a dragon. As such, they usually contain far fetched stories. They often contain a moral

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8
Q

Folk tale

A

Narrative, a traditional story that can date back many centuries. Many folk tales were originally passed down orally

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9
Q

Historical fiction

A

Narrative, includes fictional stories based around historical events. A made up love story that occurs during the Civil War or on the titanic would be examples

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10
Q

Legend

A

Narrative , a story that, while based on a supposed event in human history, is most likely a fictional tale. Legends do not contain unbelievable events, such as magic , but that does not mean they should be believed.

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11
Q

Myth

A

Narrative, like a fairy tale , but instead of including magical elements such as fairies, usually contains a god or hero to explain a phenomenon

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12
Q

Mystery

A

Narrative , fiction involving stories where the character attempts to find information. The discovery occurs at the climax of the book. Detective mysteries are the most common mystery books

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13
Q

Novel

A

Narrative, a lengthy narrative that only includes fictional context. The novel is usually considerably longer than other types of narratives

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14
Q

Play

A

Narrative, a type of literature that is intended to be interpreted on stage by actors. Examples include comedies and strategies written by William Shakespeare. Plays may be acted out as a story theater for children, or even as puppetry.

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15
Q

Science fiction

A

A type of narrative that takes place in the future. As a result, the setting plays a large role, as does the science and technology of the future

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16
Q

Short story

A

Narrative, has the same structure as a novel , but is much shorter

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17
Q

Plot

A

The series of events in a story, the order in which the actions take place. Always revolves around some kind of conflict. Usually arranges chronologically but may vary .usually follow a five point pyramid :

1) exposition
2) complication
3) climax
4) falling action
5) resolution or denouncement

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18
Q

Exposition

A

First step of plot, introduces readers to the people, places, and basic situations of the story

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19
Q

Complication

A

2nd step of plot, sometimes referred to as “rising action” is a series of events that complicate the story and build up the climax

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20
Q

Climax

A

3 step of plot, is the high point of the story, the moment of greatest tension (the peak of the pyramid) this is often the turning point of the story, when a character must make a difficult decision or take some kind of action

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21
Q

Falling action

A

4th step of plot, occurs when the missing pieces of the puzzle are filled in (for example secrets are revealed, mysteries solved, confessions made) the story settles down

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22
Q

Resolution or denouement

A

5th step of pot, is the conclusion of the story , in which conflicts are resolved (at least to some degree) questions are answered, and characters are set to move on with a new understanding or under new circumstances

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23
Q

Characters

A

Are the people created by the author to tell the story. They perform the actions, speak the words, and convey the ideas of the story.

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24
Q

Round characters

A

Fully developed, complex, three dimensional creatures. Dynamic characters who embody contradictions and undergo change or growth of some sort throughout the story

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25
Q

Flat characters

A

One dimensional , undeveloped , and static. Typically defined by one main characteristic and do not change . Often stereotypes or symbolic.

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26
Q

Protagonist

A

The hero or main character of the story, the one who faces the conflict and undergoes the change

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27
Q

Antagonist

A

The person, force(such as natural disaster) or idea (such as prejudice or crippling self doubt) that works against the protagonist

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28
Q

Dialogue

A

Characters tell us what they think feel and believe . May include use of a specific dialect or slang.

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29
Q

Setting

A

The time and place in which the story unfolds . May include smells and sounds

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30
Q

Tone

A

The mood or attitude conveyed in the writing . Such as use of words dull, dark , soundless oppressively alone , dreary, melancholy , used to use setting to set the tone . Irony is a form of tone

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31
Q

Situational irony

A

Occurs when there is incongruity between what is expected to happen and what actually occurs.

Example in guy de maupasant’s short story, “the necklace “

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32
Q

Point of view

A

The person who is telling the story

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33
Q

Narrator

A

The person who describes the characters and events . Author is not the narrator . In fiction the narrator is always a character created by the author to tell a tale

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34
Q

First person narrator

A

Tells the story from his or her own point of view using “I” they are directly involved in the action . Very subjective and personal point of view

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35
Q

Second person point of view

A

The writer uses the pronoun “you” and thus the reader becomes a character in the story, thinking the thoughts and performing the actions of the main character

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36
Q

Third person narrator

A

The author uses the pronouns “ he, she, and they “ to tell the story. This narrator is removed from the action so the story is more objective . They are often omniscient(know everything about the characters and tell us what the characters and think and feel

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37
Q

Perspective

A

The narrators attitude throughout the story

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38
Q

Theme

A

What seems to be the message the writer wants to convey through all that has occurred . Evaluate the whole , story can have several themes

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39
Q

Nonfiction

A

Truth based recount of actual events . Deal with real people and real events . No narrator, author speaking to reader directly , expressing point of view .
Could be biography, autobiography, essay, news article, research papers, editorials , reviews, directions , manuals

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40
Q

Four common types of essays

A

Descriptive , narrative, expository, persuasive

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41
Q

Descriptive essay

A

Describing a person place or thing

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42
Q

Narrative essay

A

Telling a story or describing an event

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43
Q

Expository essay

A

Exploring or explaining an idea or position

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44
Q

Persuasive essay

A

Arguing a specific point of view

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45
Q

Satire

A

A form of comedy in which the writer exposes and ridicules something or someone in order to inspire change . Relies heavily on verbal irony and uses hyperbole
Jonathan swift’s “a modest proposal” is one of the most famous examples of satire

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46
Q

Verbal irony

A

The intended meaning is the opposite of the expressed meaning

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47
Q

Hyperbole

A

Extreme exaggeration, as well as sarcasm and understatement in order to convey their ideas

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48
Q

Autobiography/ memoir

A

The author ,very subjectively , tells the story of his or her life . The difference between the two is that memoirs tend to be less comprehensive and more exploratory - they will cover less ground and spend more time examining the impact of people and events .
When reading autobiographies or memoirs look for what the author feels has shaped him

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49
Q

Journal writing/journaling

A

A personal type of writing that requires a student to write down his or her thoughts with a degree of regular frequency

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50
Q

Inference

A

To draw a logical conclusion About something you read. Must look for clues in the context of the passage

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51
Q

Word choice (often called diction)

A

The specific language the writer uses to describe people, places, and things . Author can reveal attitude toward a subject through the use of positive or negative expressions

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52
Q

Style

A

The distinctive ways in which a writer uses language to inform or promote an idea

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53
Q

Emotional language

A

Targets a readers emotions- fears, beliefs, values, prejudices, (instead of appealing to a readers reason or critical thinking )

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54
Q

Thesis statement

A

Makes main idea clear, often comes at beginning of essay

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55
Q

Emotive poem

A

Aims to capture a mood or emotion and make readers feel that mood or emotion

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56
Q

Lyrical poem

A

Emotional poem that is personal from a single speaker

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57
Q

Imagistic poem

A

Aims to capture a moment and help us experience that moment sensually (through our senses)

The apparition of these faces in the crowd
Petals on a wet, black bough.

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58
Q

Narrative poems

A

Tell stories

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59
Q

Argumentative poems

A

Explore an idea (such as love or valor)

The road not taken by Robert frost. Shows both narrative and Argumentative

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60
Q

Elegy

A

A poem that laments the loss of someone or something

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61
Q

Ode

A

Celebrates a person , place, thing, or event

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62
Q

Rhyme

A

The repetition of identical or similar stressed sounds at the end of a word

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63
Q

Exact rhyme

A

Share the same last consonant and vowel combination)

Cat hat

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64
Q

Half-rhyme

A

Share only the final consonant

Cat, hot

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65
Q

Eye rhymes

A

Look like a rhyme because the word endings are spelled the same, but the words don’t sound the same
Enough, through , though

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66
Q

Alliteration

A 
Repetition of sounds . Most often at beginning of words but can be found throughout . 
Pitter patter (p sound at beginning , t sound in middle , r sound at end )

Clasps, crag, crooked
Lonely lands

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67
Q

Onomatopoeia

A

Word that sounds like its meaning … the sound is the definition of the word. Buzz , hiss, moan, screech

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68
Q

Assonance

A

Repetition of vowel sounds within a sentence or phrase to create internal rhyme

Or hear old triton blow his wreathed horn (o sound repeated)

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69
Q

Rhythm

A

Done through meter , the number of syllables in a line and how the stress falls on those syllables

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70
Q

Meter

A

the number of syllables in a line and how the stress falls on those syllables

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71
Q

Iambic meter

A

Most common metrical pattern, stress falls on every other syllable creating a steady da-dum, da-dum, da-dum rhythm to the poem . Each drum beat (da-dum) is called a foot

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72
Q

Stanzas

A

Poetic paragraphs

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73
Q

Concrete /visual poetry

A

The arrangement of words can be as important as the meaning of the words themselves . The words create a visual effect

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74
Q

Poem structure

A

Poems can be rhymed verse, metered (or blank) verse, or free verse. Rhymed and metered are very confined by their structure, the lines must follow a rhyme scheme or metrical pattern (or both if the poem is both rhymed and metered). Word choice (diction ) is especially controlled by rhyme scheme and metrical pattern

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75
Q

Three common types of rhymed and metered verse

A

Sonnet, ballad, and villanelle

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76
Q

Sonnet

A

Composed of 14 lines usually written in iambic pentameter (five groups of syllables known as feet per line) the rhyme scheme will vary depending on the sonnet.

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77
Q

Ballad

A

A poem that usually tells a story and is often meant to be sung. The rhyme scheme is typically abcb defe ghih and so on. Tend to emphasize actions rather than emotions or ideas and have a steady sing Songy meter to

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78
Q

Villanelle

A

One of the most complex rhyme schemes. Has five three line stanzas with an Aba rhyme scheme and a final quatrain with an abaa rhyme. There are only two rhymes in the poem, and line one must be repeated in lines 6, 12, and 18 while line three must be repeated in lines 9,15, and 19.

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79
Q

Blank or metered verse

A

Is guided only by meter, not rhyme. Thus the lines have a set number of syllables without any rhyme scheme . A haiku is an example of a blank verse

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80
Q

Limerick

A

A five line poem with the rhyme scheme aabba. The content is usually funny and occasionally obscene

A wonderful bird is the pelican,
His bill will hold more than his belican,
He can take in his beak 
Enough food for a week
But I'm damned if I see how the helican!
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81
Q

Haiku

A

Unrhymed poems of three lines and 17 syllables. Line one has five Syllables, line two has seven, and line 3 has five

What I thought to be
Flowers soaring to their boughs
Were bright butterflies

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82
Q

Free verse

A

Poetry that is free from the restrictions of meter and rhyme. Free from restriction but often use a thematic structure or repetitive pattern.

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83
Q

Reference materials for research

A

Almanac, atlas, dictionary, encyclopedia, thesaurus

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84
Q

Almanac

A

An annually published resource that contains basic information concerning the calendar , such as weather predictions, eclipses, tides, sunrises and sunsets

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85
Q

Atlas

A

A geographical resource that is full of maps. Can cover a region , such as southern Florida , or the entire earth , or even other planets

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86
Q

Dictionary

A

Contains definitions for all the words of a language, listed alphabetically. Usually include phonetics, pronunciation and etymology

87
Q

Encyclopedia

A

A reference work that provides information about a wide variety of subjects from all branches of knowledge . Listed alphabetically

88
Q

Thesaurus

A

Provides synonyms and antonyms for the words of a language, listed alphabetically

89
Q

Primary sources

A

Materials that are generated from direct witnesses of an event . For example , autobiographies, diaries, and personal letters

90
Q

Footnote

A

Usually a note of explanation or reference, appears at the bottom of a page in a document. Can be a comment about the topic that may be a digression from the topic of the text

91
Q

Endnotes

A

Similar to foot notes but are listed at the end of the chapter or work

92
Q

Bibliography

A

List of works cited, usually at the end of a resource. Should reference all the sources that were used to create the work. Sometimes the abbreviation of the reference is used within the text as a citation

93
Q

Citation

A

An abbreviation of a reference within the text

94
Q

5 most common organizational pattern strategies

A 
Chronological order
Order of importance 
Comparison and contrast
Cause and effect
Problem and solution
95
Q

Chronological order

A

Arranges events by the order in which they happened , from beginning to end . Offer language cues in the form of transitional words or phrase to signal the passage of time and link one idea or event to the next

96
Q

List Transitional words and phrases

A

First, second, third, etc
Before, next, now
Then, when, immediately, suddenly, soon, during, meanwhile, later, in the meantime, eventually, finally, afterward, then, when, immediately, suddenly, at last, after, as soon as, while

97
Q

Order of importance

A

Organizes ideas by rank instead of time . Could be by increasing or decreasing importance.
First and foremost
Most important , more important , moreover, above all, first, second, third, last but not least, finally

98
Q

Comparison and contrast

A

Arranged two things or ideas side by side to show the ways in which they are similar or different.

99
Q

Methods to compare and contrast ideas

A

Point by point method and block method

100
Q

Point by point method

A

Each aspect of point A is followed by a comparable aspect of point B. (ABABABAB)

101
Q

Block method

A

For comparing and contrasting . Writer presents several aspects of idea A , followed by several aspects of idea B. (AAAABBBB)

102
Q

Cause and effect

A

Arranges ideas to explain why an event took place ( cause) and what happened as a result (effect) sometimes one cause may have several effects, or an effect may have several causes

103
Q

Words indicating cause

A

Because
Since
Created by
Caused by

104
Q

Words indicating effect

A 
Therefore 
So
Hence
Consequently 
As a result
105
Q

Contributing cause

A

A factor that helps to make something happen but can’t make that thing happen by itself

106
Q

Sufficient cause

A

An event, that by itself is strong enough to make the event happen

107
Q

Problem and solution

A

Presents an issue at the beginning of a text and then attempts to resolve it throughout the text . Common with persuasive types of writing

108
Q

Support of a thesis statement

A

Can be provided with quotes, examples, or information from a research source that backs up the thesis

109
Q

Function of transitional words

A

Help change direction of the text

110
Q

Conclusion statement

A

Restates thesis statement at end of a text, drawing on all the reasoning that was used as support throughout the text

111
Q

Emerging readers

A

Students encountering print in an early developmental stage , continual process by which students learn to read

112
Q

Relationship between reading and writing abilities

A

They develop together , related

113
Q

Alphabetic principle

A

States that letters represent the sounds of language ( a combination of letters represents a series of sounds based on the relationship between the letters and corresponding sounds . Predictable , based on a system of rules

114
Q

Direct instruction

A

Straightforward method of passing information from a teacher to a student. Highly scripted. Should not be used as the only way to teach reading

115
Q

Independent reading

A

Requires students to read on their own . A certain amount of time each day is allotted. Can help student improve comprehension and learn vocabulary, as well as develop passion for reading . Can give educator time to monitor students development during individual conferences

116
Q

Scaffolding

A

Critical concept in pedagogy, provides support for students to help them move towards literacy independence. Teachers provide reading assistance and gradually shift the responsibility of the learning to the students . Leads to confident learner who can reach full potential.

117
Q

Shared reading

A

Students reading along while an expert reads fluently . By modeling the reading the teacher demonstrates what it is good readers do

118
Q

Shared writing

A

Composition of a text created by the teacher and the students . Teacher generally writes the story while the students piece together students ideas .

119
Q

Sight words

A

Words that students should be able to recognize as soon as the student sees them in print . May not be easily decodable, but are critical to success of emergent reader because they include most common words in print . Ex: the , where, you

120
Q

Social interaction theory

A

Stresses the importance of the surrounding environment in literacy development. With context from the cultural environment

121
Q

Reader response theory

A

Puts focus on the reader of a text and his or her experience with it. Intention is for students to find meaning in reading. Must use metacognition to think about how the text affects them directly

122
Q

Text innovation (also called rewrites)

A

A strategy to help struggling readers with existing text materials that may be too challenging for them . Teacher rewrites text so the readability level is low enough for struggling reader

123
Q

Word wall

A

Collection of words organized in a system and displayed visibly in the. Classroom . Fosters reading skills by providing a reference for young students . Can help students make connections between words

124
Q

How many students in American classrooms are ELL’s?

A

About one out of every nine

125
Q

ELL

A

English language learner

126
Q

ESL

A

English as a second language

127
Q

Phonology

A

System of sounds in a language . Each of these single sounds is called a phoneme

128
Q

Phoneme

A

Each single sound in a language. English has approximately 44
Ex: /ch/ and /sh/

129
Q

Sound segmentation

A

Requires students to separate the sounds in a word by speaking each of the sounds separately in the order in which they appear in the word

130
Q

Syllable

A

A unit that is larger than a phoneme . Have at least one vowel sound. The word syllable has three syllables . Syl, la, ble sounding out the individual syllable in multisyllable words can help a student recognize the words meaning .

131
Q

Syllabication

A

The process of splitting a word into its separate syllables ( or putting syllables together to form new words)

132
Q

Running record

A

Tracks students abilities to recognize words . Student reads from a selection no more than 250 words long

133
Q

Accuracy rate

A

Used to determine whether text is easy enough or too frustrating for reader . Expressed as percentage , calculated by: (total words read- total errors) \ total Words read x 100%

95-100%= independent
90-95: instructional
Below 90: frustrational

134
Q

Independent level

A

95-100% reading accuracy , the student can read the text on their own

135
Q

Instructional level

A

90-95% reading accuracy , the student can read with help

136
Q

Frustrational level

A

Below 90% reading accuracy , the student can’t read the book yet

137
Q

Error-frequency rate

A

Gives an approximation for the number of words read correctly compared to the number of incorrectly read words. Can be found by dividing the total number of words read by the total number of errors Made

138
Q

Re-reading (repeated readings)

A

A technique to help with comprehension. Teacher can model by reading text aloud , attempting to decipher meaning , and then reading text again to see if comprehension was increased

139
Q

Text-to-self connection

A

Apply information in book to own personal experiences ( events they have encountered , people they know , or their culture)

140
Q

Text to text connection

A

Relate text to other texts you have read ( could be made by stories of the same author , or same topic , or characters from one text to character in another)

141
Q

Text to world connection

A

Require students to think about how text relates to world in a larger context . Events or experiences in the world

142
Q

What does prior knowledge help with

A

Comprehension of a text

143
Q

Metacognition

A

Thinking about thinking

( have students come up with their own questions about a text

144
Q

Guided reading

A

Student or students reading a book that was carefully and thoughtfully selected for their level by the teacher . This reading is generally silent and the teacher can support and evaluate the student as necessary

145
Q

K-W-L chart

A

Aids in students comprehension. What you know, want to know and learn , and what you learned . Activates prior learning

146
Q

SQ3R

A

Survey, question, read, recite, review

Pg 82 learning express

147
Q

The two basic parts of a sentence

A

The subject and its predicate

148
Q

Subject ( of sentence)

A

The person , place, or thing in a sentence that is performing the action .
Can be noun like in : “ the chair is black “
Can be pronoun like: “he is the Vice President “
Can even be group of nouns or a phrase like “ Audrey and Anna went to the store “ or “ the last sip of coffee is the best “

149
Q

Predicate

A

The action that is being done by the subject in a sentence

Emma watches the sunrise from her porch.

The subject is Emma. The action she is doing is watching the sunrise from her porch . The entire phrase “ watches the sunrise from her porch “ is called the complete predicate
The simple predicate is the main verb “ watches”

150
Q

Noun

A

A person, place , thing or idea . Noun is a noun . Doctor, bed, room, computer, love, etc.

151
Q

Proper noun

A

Noun that makes a specific person , place , thing or idea. Always start with capital letter. Ex: Roger, Arizona, Empire State Building

152
Q

Verb

A

The action word of a sentence . Three basic word tenses: present , past and future . Can appear in many tenses , ex: talk , ran, was raining, have slept
Verbs actually take on an s if the subject doing the event is singular . If subject is plural the verb does not have an s.
“Madeline helps…”
“Bob and Janet mow…”

153
Q

What do adjectives and adverbs do?

A

Describe or modify other words

154
Q

Adjective

A

Modify nouns or pronouns

Delicious, hairy, scary , etc

155
Q

Adverb

A

Modify verbs , adjectives, or other adverbs . Most end in “ly” tricky ones do no end in ly
Perfectly
“Perfectly prepared “ the adverb perfectly describes the word prepared.

Tricky
Good/well ( good is adjective , well is adverb)
Ellie felt good about about her test results . ( good describes the proper noun, Ellie)
Ruben performed well on the test. ( well modifies the verb , performed)

Bad/badly
Only use adverb badly to describe an action !
Henry felt bad after staying up all night. ( bad describes Henry )
Juliet did badly in her first classroom presentation. ( badly describes the verb form, did)

Fewer/ less - adjectives
Look carefully at the noun modified in sentence . Fewer describes plural nouns or things that can be counted . Less describes singular nouns that represent a quantity or degree.
The high school enrolls fewer students than it did a decade ago. Emilia had less time for studying than Maggie .
Look at page 83-84 learning express

156
Q

Pronoun

A

A word that takes the place of a noun or another pronoun.for example his in the sentence : mark loves his dog .
Page 84 learning express for pronoun chart

157
Q

Personal pronoun

A

Take the place of a noun. Can replace the subject or the object in a sentence .

Chase grabbed the microphone and gave it to me. She ran the marathon in under 4 hours. She is the pronoun

158
Q

Possessive pronouns

A

Simply referring to the noun
Jacqueline read HER book in a week.
MINE is the fastest computer in the class.

159
Q

Prepositions

A

Words that express the relationship in time and space between words in a sentence. Generally short words that introduce prepositional phrases (in, on, around, above, between, beside, by, before , with)

The girl ran TO her room.
I cannot sleep BEFORE 10 o’clock.
Please go TO the store WITH her.
The mouse ran THROUGH the hole IN the wall.

160
Q

Conjunction

A

Part of a sentence that joins two words such as AND or OR. Not every sentence will have a conjunction but most compound sentences require it.
(Pg 91 learning express for example of compound sentence)

161
Q

Dependent clause

A

Part of a Sentence that has its own subject and verb, but cannot stand by themselves as a sentence . Generally represented with a special word that can change an independent clause into a dependent clause .
Pg 85 learning express for examples

162
Q

Independent clause

A

Part of a sentence with a subject and verb, they can stand by themselves as sentences.
Independent markers ex in bold
Nina didn’t practice before her basketball game , BUT she still scored 19 points .
Pg 85 learning express

163
Q

Phrase

A

Group of two or more words that cannot stand by itself in a sentence but adds to an existing sentence. Three ways that a phrase can act as a noun, adjective , or adverb: participial phrase, prepositional phrase, and an appositive phrase

164
Q

Participial phrase

A

A short descriptive phrase at beginning or end of a sentence. Set off from the main clause in the sentence with a comma . Ex: howling at the moon in following sentence

Howling at the moon, rover sat alone in his master’s yard

165
Q

Prepositional phrase

A

A short phrase that helps describe a verb or adjective within sentence . With the yellow cover in the following sentence describes which book was written by the uncle

The book with the yellow cover was written by my uncle.

166
Q

Appositive phrase

A

Short phrase that modifies a noun or pronoun using other nouns . Usually follows the noun or pronoun directly , but can come before .
“A beautiful green convertible “ describes the noun car with other nouns

My brother’s car, a beautiful green convertible, was damaged by the recent storm.

167
Q

Indefinite pronoun

A

Are singular like each, everyone, anybody, no one, one, and either

EACH of the boys presented HIS science project

168
Q

Two or more nouns joined by “and”

A

Use a plural pronoun. Andy and Roy engaged popular culture in THEIR art.

169
Q

Two or more singular nouns joined by “or”

A

Use a singular pronoun.

Francis or Andrew will lend you his book.

170
Q

He or she?

A

People often use pronoun they to refer to a single person of unknown gender . However this is incorrect , a singular noun requires singular pronoun

A person has the right to do whatever HE OR SHE wants.

171
Q

Verb tense . Review page 89 learning express

A

Pg 89 learning express

172
Q

Subjunctive mood

A

The subjunctive mood of verbs expresses something that is imagined, wished for , or contrary to fact. The subjunctive of was is were

If I WERE a movie star, I would buy a fleet of Rolls-Royces.

173
Q

Participle

A

Word that is usually associated as a verb but is used as an adjective. Modify nouns or pronouns. Most of the time will end in -ing or -ed.
Basically a verb acting as an adjective

The CRYING baby had not had a bottle in six hours.

174
Q

Infinitive

A

A verb in the form to + verb , such as to live .

175
Q

Confusing words - study from book!

A

Page 90 learning express

176
Q

4 types of sentence structures

A

Simple sentence , compound sentence , complex sentence, compound-complex sentence

177
Q

Simple sentence

A

Has one independent clause and no dependent clause

I enjoyed taking a walk with you.

178
Q

Compound sentence

A

Combines multiple independent clauses in the sentence , but it has no dependent clauses

Abby looked into the mirror , and she did not like what she saw.

179
Q

Complex sentence

A

Has one independent clause and at least one dependent clause .

After sitting in the airplane for 8 hours, Maryanne realized that she desperately needed to stretch her legs.

180
Q

Compound complex sentence

A

Combines multiple independent clauses in the sentence , as well as at least one dependent clause

Franklin D Roosevelt is often considered one of the country’s greatest presidents; because he served during World War II, Roosevelts leadership was critically important to the future of his nation.

181
Q

Four major purposes of sentences

A

Declarative , interrogative , exclamatory, imperative

182
Q

Declarative sentence

A

Makes a declaration. Ends in a period . Most common type of sentence .

183
Q

Interrogative sentence

A

Asks a question . Ends in question mark .

What is for dinner ?

184
Q

Exclamatory sentence

A

Includes and exclamation. Ends in exclamation mark.

I told you to wash the dishes!

185
Q

Imperative sentence

A

Gives a command. Can end with a period or exclamation mark.

Please enjoy my homemade soup.

186
Q

Orthography

A

Describes the proper way to use a written system of language, including proper spelling

187
Q

Morphology

A

Describes the structure of words and their parts , including morphemes

188
Q

Morpheme

A

The smallest unit of sound with meaning

189
Q

Affix

A

A morpheme that is attached to the stem of a word , creating an entirely new word. Two types of affixes: prefixes and suffixes

190
Q

Prefix

A

The beginning part of the word that helps identify its meaning .
For example the prefix in the word tripod is tri- , meaning three. Many words do not have a prefix

191
Q

Suffix

A

The ending part of a word that helps identify its meaning . For example the suffix in the word jobless is -less, meaning that the subject is without a job. Many words do not have a suffix.

192
Q

Root of a word

A

The main part of a word that gives it meaning, without any prefixed or suffixes.
For example , the root of the word disinterested is interest.

193
Q

Semantics

A

Represents the specific meaning, or meanings of a word in written language

194
Q

Antonym

A

A word that has an opposite meaning . For example tall is the antonym of short

195
Q

Synonym

A

A word that has the same meaning as another word . For example use and utilize

196
Q

Idiom

A

A word or group of words that cannot be interpreted literally .
For example an author might say something was “as easy as pie”

Should be able to determine whether word or phrase is being used figurative or idiomatically

197
Q

Homonym

A

A word that sounds like another word but has a different spelling and meaning

Accept , except

More examples page 93 learning express

198
Q

Simile

A

Makes a comparison using like or as

Your eyes are like shining sapphires.

199
Q

Metaphor

A

Makes a comparison directly (without like or as)

Your eyes are shining sapphires

200
Q

Personification

A

The attribution of human characteristics to animals or objects.

201
Q

Imagery

A

The Representation of sensory experiences through language . Helps us see, hear, taste, smell and touch with our imaginations.

202
Q

Symbolism/ symbol

A

A person, place , or thing invested with a special meaning or significance . It is a person place or thing that is both itself and a representation of something else ( usually an idea)

Ex: flags . Represents a group of people and the ideas that hold those people together . Red might represent bloodshed, etc

203
Q

Style

A

The overall manner of writing , including sentence structure and level of formality , which is managed through word choice

204
Q

Stages of writing and spelling development

A

1) picture writing/drawing
2) scribble writing
3) random letter
4) invented spelling, semi-phonetic , or early spelling
5) phonetic
6) transitional
7) conventional writing

205
Q

Picture writing / drawing stage

A

1st stage Of writing and spelling development . Students begin to express their thoughts via drawings and pictures. May not be recognizable but are critical first stage

206
Q

Scribble writing stage

A

2nd stage of writing and spelling development. Begin to draw recognizable shapes and have verbal stories to go with them .

207
Q

Random letter stage

A

Third stage of writing and spelling development .Begin to string letters together with their pictures . May be student own name. Words may be undecipherable

208
Q

Invented spelling, semiphonetic or early spelling

A

4th stage of writing and spelling development. Begin to use letters to match sounds . May only use beginning Letter to represent a word

209
Q

Phonetic stage

A

5th stage of writing and spelling development. Begin to write words with correct beginning and ending sounds .

210
Q

Transitional stage

A

6th stage of writing and spelling development. Students begin to write words based on the way that they sound. The stories that students write may now be a few sentences long and may include punctuation throughout.

211
Q

Conventional writing stage

A

7th stage of writing and spelling development. Able to spell most words correctly even if they spell some longer words phonetically. Student begins to use punctuation correctly, as well as proper capitalization

212
Q

Stages of writing process

A

1) prewriting
2) brainstorm for ideas
3) outline the essay
4) writing the essay
5) revising and proofreading

213
Q

Writing process - review page 96 on .

A

Pg 96 learning express

MoCA Review (4 decks)

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