Language Arts Integration Flashcards
Semantic Feature Analysis
a form of scaffolding which help students to compare features of words. ex- 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.
Tier 2 Words
IMAGE
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.
K-W-L Chart
A graphic organizer used throughout a unit that shows what students know (K), want to know (W), and learned (L)
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.
Receptive Language
the ability to understand meaning from language
Text Frame
Teachers can include text frames throughout a reading with questions designed to prompt students to think about relationships between key ideas, concepts, and events in a text. ex- A science teacher includes a compare/contrast text frame with questions about the similarities and differences between animal and plant cells.
Annotate
making notes in a text and questioning unfamiliar ideas while reading something new
Root
Base words to which prefixes, suffixes, and syllables can be added
Organizational Structure
Text structure can include cause/effect, problem/solution, main idea/details, and/or sequence. ex-Students often find problem/solution text structure as more interesting.
Signal Words
words or phrases that show the connection between ideas. ex- To teach text structures, a teacher can have students find signal words within the texts and examine topic sentences that clue the reader to a specific structure.
Subheading
a title for a smaller portion of text
Gradual Release
a teaching strategy in which students are gradually given less direct guidance. ex-ELA: Teachers who choose to use the gradual release 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. ex- Students place the following information on a chart divided into four sections - the definition of a concept, its essential characteristics, examples and non-examples.
Prefix
A letter or letters at the beginning of a root word that changes its meaning. ex- re, de, un
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.
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
Context Clues / Contextual Analysis
using the words before and after an unknown word to determine its meaning. ex- It was a beautiful day that made it idyllic for swimming.
Informative / Explanatory Writing
a writing style which demonstrates comprehension of a topic or process. ex- In a science class, students write about a procedure that they performed and the results that they achieved.
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. ex- A map with the word “weather” in the center is surrounded by words such as clouds, heat, wind, air and rain.
Caption
short explanations below photos
Semantic Mapping
a form of scaffolding which helps students to develop connections among words. ex- Semantic maps have a variety of formats. In one method, students write an example, a non-example, a synonym, and an antonym.
Schema
an organized way of viewing the world and using this organization to incorporate new knowledge
Reading Comprehension
the ability to read a text and understand its meaning. ex- Jessie read the book and was able to explain to me why the character lied in Chapter 3.
Heading
a title of a section
Passive Participants
students who let their minds wander elsewhere
Word Web
a form of scaffolding which helps students to understand and retain new words and concepts. ex- During reading, as students encounter each word, they write down around the word different words or phrases that will help them remember the meaning.
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. ex-A science student writes the following thesis statement 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.”
Reciprocal Teaching
Reciprocal teaching refers to an instructional activity in which students become the teacher in small group reading sessions. Teachers model, then help students learn to guide group discussions using four strategies: summarizing, question generating, clarifying, and predicting.
Word Wall
An on-going bulletin board with common terms used frequently in the classroom. Vocabulary words are added as they are introduced
Close Reading
a teaching strategy in which students carefully and purposefully read and reread a text. ex-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.
Anticipatory Set
a form of scaffolding in which students make predictions prior to reading a text. ex- 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.
Reliable Source / Credible Source
Information presented in a professional way, with a formal tone, includes source documentation, and author and/or publisher information.
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. ex- 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.
Word Sort
a form of scaffolding in which students put words into categories. ex- With closed sorts, students put words into predetermined categories. With open sorts, students create and discuss their own categories.
Expository Writing
a writing style in which students investigate an idea, evaluate evidence, and develop a clear argument. ex-Newspaper articles, how-to manuals, and assembly instructions are examples of expository writing.
Unreliable Source
Information presented in an informal way without documentation, and no author/publisher information. ex- anonymous blog article
Active Participants
students who pay attention with their whole bodies
Active Reading
actively engaging with a text while reading. ex- When reading a text, students should employ the active reading strategies of visualizing, monitoring, questioning, summarizing, synthesizing, evaluating, and making inferences.
Suffix
A letter or letters at the end of a root word that changes its meaning. ex- s, es, ed, ing, ly, er, or, ion, tion, able, and ible
Expressive Language
the ability to express meaning through language
