Language + Speaking & Listening Flashcards
a person, place, or thing
Noun
shows action
Verb
describes a noun
Adjective
describes a verb, adjective or another adverb and usually ends in ly
Adverb
used in place of a noun
Pronoun
shows the relationship between nouns and between pronouns
Preposition
a word or phrase that expresses a strong emotion
Interjection
joins two words or phrases and shows a connection
Conjunctions
Any group of words that do NOT create a complete sentence
Fragments
Multiple sentences in a row lacking clear grammatical structure and punctuation
Run-ons
A noun or clause represented by a pronoun
Antecedent
these pronouns occur in the subject of the sentence
subjective pronouns (I, he/she, we, they)
these pronouns occur in the predicate of the sentence (after the action verb/prepositional phrase)
objective pronouns (me, him/her, us, them)
these pronouns show possession in the sentence
possessive pronouns (i.e. me/mine, his/her/hers, our(s), their(s))
The pronoun must match the number of items in the ____________.
Antecedent
If a sentence has two subjects connected by or/nor, either/or, or neither/nor, the verb must agree with the ______ subject.
second/the subject closer to the verb
However, if a sentence begins with “neither” or “either” without the “or/nor” combination, the verb is
_______.
singular
A word, phrase, or clause that is improperly separated from the word it modifies or describes.
Example: I saw owls skiing down the mountain.
(Correction: While I was skiing down the mountain, I saw owls).
Misplaced Modifier
not concerned with right or wrong
amoral
not following accepted moral standards
immoral
to criticize strongly
censure
prominent or important
eminent
about to happen
imminent
between involves ___ things, among involves ______ things.
two; three or more
number is used for _______ nouns, amount is used for ________ nouns.
quantifiable; non-quantifiable
fewer is used for _____ nouns,
less is used for ______ nouns.
count; non-count.
one independent clause (sentence type)
(“I like her.”)
simple sentence
two independent clauses and a coordinating conjunction (sentence type)
(“I like her, and I like him.”)
compound sentence
independent clause and a dependent clause (sentence type)
(“Although I like her, I do not like him.”)
complex sentence
two independent clauses and one dependent clause (sentence type)
(“I’ve never liked horror movies, but because my husband likes them, I now watch horror movies all the time.”)
compound-complex sentence
a sentence that tells about something and ends with a period
declarative (“my favorite color is green.”)
a sentence that asks something and ends with a question mark
interrogative (“what is your favorite color?”)
a sentence that tells someone to do something and ends with a period
imperative (“draw the picture using your favorite color.”)
a sentence that shows strong feelings and ends with an exclamation mark
exclamatory (“I love green so much I’d paint myself green!”)
When the sentence follows the same grammatical pattern
Parallel Structure
A variation of a language that is characteristic of the users of that language
Dialect
A variation of a language that is determined by use- a situation or context.
Register
When students infer a word meaning by using the paragraph or surrounding text.
Context Clues
breaking apart a word into root word and affixes to help determine the meaning
root word and affix (context clue)
using another example to give the opposite of what the word means
contrast (context clue)
using information from the sentence to allow the reader to naturally find the meaning of the word
logic (context clue)
using the definition of the word in the sentence to give meaning
definition (context clue)
using a specific example to bring meaning to the word or emphasizing the meaning of the word through pictures
example or illustration (context clue)
understanding the verb tense of the words in order to find meaning
grammar (context clue)
writing or speech that is not meant to be taken literally
figurative language
using like or as (f.l.)
similie
a description that conveys a clear picture to the reader (f.l.)
imagery
applying word or phrase to an individual or thing (f.l.)
metaphor
attributing human characteristics to something not human (f.l.)
personification
the formation of a word from a sound associated with it (f.l.)
onomatopoeia
exaggerated statements or claims not meant to be taken literally (f.l.)
hyperbole
a word or phrase that means something different from its literal meaning (f.l.)
idioms
when words that start with the same sound are used repeatedly in a phrase or sentence (f.l.)
alliteration
expression of one’s meaning by using language that normally signifies the opposite, typically used for humorous or emphatic effect (f.l.)
irony
when the author uses clues or imagery to express what might happen next (f.l.)
foreshadow
the formal definition of a word
denotation
an idea or feeling that a word invokes in addition to its literal or primary meaning
connotation
an expression designed to call something to mind without mentioning it explicitly
allusion
students must consider the ___,____, and _____ of their word choices
meaning, specificity, and audience
diction is classified into what four levels of language?
formal, informal, colloquial, and slang
an author’s attitude toward a topic
tone
vocab that is used in everyday speech, learned in conversation, and rarely requires direct instruction.
tier I vocab
vocab that are common in writing and everyday speech, occur across contexts, and are best used for targeted explicit vocabulary instruction.
tier II vocab
vocab that is low-frequency. They often pertain to specific content area and are best learned within the context of the lesson or subject.
tier III vocab
a cooperative learning activity in which each student becomes an expert on a small piece of information that is part of a much larger piece
jigsaw
a cooperative learning activity in which students work together to solve a problem or answer a question about an assigned reading
think-pair-share
a writing activity where students use journals to react to what they read by expressing how they feel and asking questions about the text
reading response journals
activity where the teacher sets the expectation that students use evidence in the text to support claims they make during the discussion
evidence-based discussion
a small-group, cooperative learning activity where students engage and discuss a piece of literature/text
literature circles
engaging in a conversation by asking questions and restating parts of the conversation
active listening
the movement of the tongue, lips, and jaw in order to make the specific speech sounds
articulation
