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educ 3332 > midterm review > Flashcards

midterm review Flashcards

1
Q

a cognitive structure of knowledge in the mind to which new info and experiences are added. something everyone possesses and continue to form and change throughout life. tend to be easier to change during childhood. can become difficult to modify as people get older

A

shemata

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2
Q

same schema, info is integrated into existing schema

A

assimilation

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3
Q

occurs when schema are modified or new schemas are created

A

accomodation

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4
Q

learning occurs through the…

A

process of equilibrium

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5
Q

students think about what and how they are learning. learning is controlled by the learner, either consciously or unconsciously

A

information processing theory

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6
Q

repeated information

A

rehearsal

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7
Q

anticipating what will happen

A

predicting

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8
Q

grouping info into categories

A

organizing

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9
Q

expanding on the information presented

A

elaborating

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10
Q

regulating or keeping track of progress

A

monitoring

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11
Q

range of tasks a child can perform with guidance from others but cannot yet perform independently

A

zone of proximal development

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12
Q

supports that help students sucessfully perform in zpd.

A

scaffolding

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13
Q

the four language systems

A

phonological, syntactic, semantic, pragmatic

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14
Q

sound system (o)

A

phonological

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15
Q

structural system (2 t’s)

A

syntatic

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16
Q

meaning system (mean)

A

semantic

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17
Q

social or cultural use

A

pragmatic

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18
Q

how many sounds in english

A

44

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19
Q

represented with diagonal lines (sound)

A

phoneme

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20
Q

written as letter

A

grapheme

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21
Q

smallest meaningful units in language or word parts that change the meaning of words (-s, -ed) or affixes (prefixes and suffixes)

A

morpheme

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22
Q

a morpheme that can stand alone as a word

A

free morpheme

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23
Q

a morpheme that must be attached to a free morpheme

A

bound morpheme

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24
Q

system that focuses on vocabulary, multiple meaning words, shades of meaning, synonyms, antonyms, homophones, word play, figurative language

A

semantic

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25
Q

what are the 6 language arts

A

reading, writing, speaking, listening, viewing, visually representing

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26
Q

which language arts are oral

A

speaking, and listening

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27
Q

which language arts are written

A

reading and writing

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28
Q

which language arts are visual

A

viewing and visually representing

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29
Q

which language are receptive

A

listening reading and viewing

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30
Q

which language arts are productive

A

speaking writing and visually representing

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31
Q

problem solving methods or behaviors

A

strategies

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32
Q

information processing techniques that students use automatically and unconsciously as they construct meaning

A

skills

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33
Q

___ is used unconsciously

A

skills

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34
Q

____ is used deliberately

A

strategies

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35
Q

distinguish among sounds

A

discriminative listening

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36
Q

listen for pleasure or enjoyment

A

aesthetic listening

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37
Q

listen to understand/learn something

A

efferent listening

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38
Q

evaluate messages

A

critical listening

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39
Q

Communicating ideas through oral language.
Children begin to learn oral language skills naturally.
Formal and informal speaking is critical to the learning process.
Teachers often neglect instruction in ”talk” during the elementary grades because they feel students already know how to talk.

A

speaking

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40
Q

understanding written language

A

reading

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41
Q

stages of the reading process

A

prereading, reading, responding, exploring, applying

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42
Q

Activate prior knowledge or build essential background knowledge
Make connections to something familiar
Teacher does this during instruction; readers do it for themselves when reading independently
Could be discussion, book box, video clip, tell about the author, read the first paragraph aloud, etc.
Preview the text – make a plan for reading
Introduce lesson vocabulary
Set purposes for reading

A

prereading

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43
Q

5 types of reading

A

read aloud, shared reading, guided reading, pair reading, independent reading

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44
Q

Students follow along as the teacher reads the selection aloud

A

shared reading

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45
Q

Teachers read with small groups of students on the same level
Texts should be written at the students’ instructional level

A

guided reading

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46
Q

Students read or reread a selection with a classmate

A

buddy reading

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47
Q

Students read silently by themselves at their own pace

A

independent reading

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48
Q

stages of the writing process

A

Pre-writing
Drafting
Editing
Revising
Publishing

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49
Q

Brainstorm - Use own experiences, make a list, a web, drawings; research, discuss ideas, etc.
Have an on-going list
Things you know about
Hobbies
Things you can do
Things you’d like to learn about
Places you’ve visited
Consider purpose, form/genre (teach how to), and audience
Choose a topic
Identify audience
Identify purpose (inform, entertain, or persuade)
Determine form (story, letter, poem, journal entry, informational, etc.) – TEACH THIS!
Organize ideas (use graphic organizer)

A

prewrite

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50
Q

Get ideas on paper
If handwriting, use pencil, skip every other line, use only 1 side of the paper
If typing on a computer, just get ideas written. Do not worry about sequence, spelling, capitalization, punctuation, etc.

A

drafting

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51
Q

which process is linear (reading or writing)

A

reading

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52
Q

Writers distance themselves from the rough draft for 1-2 days
Then they reread it and make revisions to the content
Add
Change
Delete
Move
Share compositions with classmates who compliment and make possible suggestions
Writers make revisions based on feedback

A

revising

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53
Q

Recommended to again set aside the paper for 1-2 days
Proofread for grammar and mechanical errors
Spelling
Punctuation
Capitalization
Usage – homophones, tense, subject-verb or subject-pronoun agreement
Helps to have someone else edit; use an editing checklist

A

editing

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54
Q

Write a final, polished copy
Report, book, poster, letter
Share the writing with an appropriate audience
More authentic, the better
Share at a back-to-school or community event
Put it in the classroom or school library
Read to students in other classes
Post it on the class website or online publication site
Send it to a literary magazine

A

publishing

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55
Q

The child is associating letters and sounds but not yet using entirely conventional spelling.

A

invented spelling phase

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56
Q

Understanding visual images and connecting the to accompanying spoken or written words
Because visual media are commonplace in American life today, children need to learn how to comprehend them and to integrate visual knowledge with other literacy knowledge.

A

viewing

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57
Q

Presenting information through images, either alone or along with spoken or written words
Students create meaning through multiple sign systems such as video productions, hypertext and other computer programs, story quilts, and illustrations on charts, posters, and books they are writing.

A

visually representing

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58
Q

Students meet daily to discuss the book and reflect on their reading. Students have roles (change daily) to help them with the discussion.

A

responding

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59
Q

After finishing the book, students prepare self-selected projects to present to the class (murals, dramatizations, poems, choral readings, etc.)

A

creating

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60
Q

Students meet as a class and each group shares it book in a book talk, presentation of projects, etc. They never tell the ending because they want to encourage classmates to read the book.

A

sharing

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61
Q

language arts instruction for kindergarteners and first graders is known as

A

emergent literacy

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62
Q

the two essential components when learning to read

A

decoding and comprehension

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63
Q

the ability to apply your knowledge of letter-sound relationships, including knowledge of letter patterns, to correctly pronounce written words

A

decoding

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64
Q

The ability to recognize that words are made up of a variety of sound units.

A

phonological awareness

65
Q

building blocks to phonological awareness

A

listening, rhyme and alliteration, sentence segmentation, syllable awareness, onset and rime, phonemic awareness

66
Q

what is the foundation of phonological awareness

A

listening

67
Q

The ability to focus on similarities and differences of sounds is a skill woven into all stages of phonological awareness.

A

rhyme

68
Q

Repetition of the initial sounds in two or more words

A

alliteration

69
Q

who is the master of phonological awareness

A

dr seuss

70
Q

It can be confusing to a child when the focus moves from the thought as a whole to the small parts of the sentences – words.
We need to help children hear the individual words in a sentence.
Hearing the pauses in spoken language is a step towards becoming a reader.

A

sentence segmentation

71
Q

uninterrupted segment of speech

A

syllable awareness

72
Q

Identifying syllables in a word

A

syllable awareness

73
Q

all the sounds in a word that come BEFORE the first vowel.

A

onset

74
Q

first vowel in a word and all the sounds that follow.

A

rime

75
Q

The awareness of and ability to manipulate the individual sounds (phonemes) in spoken words

A

phonemic awareness

76
Q

6 layers of phonemic awareness

A

phoneme isolation, blending, segmentation, addition, deletion, substitution

77
Q

which give you the best bang for your buck

A

segmenting and blending

78
Q

the understanding that there is a relationship between sounds (phonemes) and their spellings (graphemes).
Essential component of reading and writing practice and instruction in the primary grades.

A

phonics

79
Q

Translating the code or symbols into words of spoken language.

A

decoding

80
Q

immediately recognized; usually do not conform to normal rules for decoding (was, as, the)

A

sight words

81
Q

appear in printed material at a high rate of occurrence

A

high frequency words

82
Q

gathering information

A

assessment

83
Q

making a judgment, examining evidence, assigning a value

A

evaluation

84
Q

Observations or other non-standardized procedures (A teacher made checklist).

A

informal

85
Q

A test or task using procedures that are carried out under controlled conditions (standardized tests, test accompanying a published program, DIBELS).

A

formal

86
Q

assessment monitors student learning and informs the teacher
Provides ongoing feedback
Low stakes (low point value)

A

formative

87
Q

assessment evaluates student learning; compares it to some standard or benchmark

A

summative

87
Q

the ability to learn to speak, listen, read, write, and think. Others note the skills needed to function in society (think technology skills now).

A

literacy

88
Q

oral language

A

listening and speaking develop first, then reading and writing

89
Q

birth-prek

A

early emergent literacy

90
Q

prek- grade 1

A

emergent literacy

91
Q

grade 1-3

A

beginning literacy

92
Q

almost fluent reading and writing

A

grade 2-5

93
Q

fluent reading and writng

A

grade 4- adult

94
Q

the most basic words on the tier

A

tier 1

95
Q

multiple meaning words on the tier

A

tier 2

96
Q

content specific and abstract on the tier

A

tier 3

97
Q

the word old is an example of what tier

A

tier 1

98
Q

the words enduring, mature, and elderly are example of what tier

A

tier 2

99
Q

ancient and antique are examples of of what tier

A

tier 3

100
Q

a bound morpheme that is added to words

A

affixes

101
Q

what are the types of affixes

A

prefix and suffix

102
Q

constitute words by themselves and can stand alone

A

free morphemes

103
Q

can’t stand alone- always parts of words

A

bound morpheme

104
Q

words that have the same meaning

A

synonym

105
Q

words that have opposite meanings

A

antonyms

106
Q

words with sound and spelling similarities

A

homonyms

107
Q

words that sound alike but spelled differently

A

homophones

108
Q

words that are spelled the same but pronounced differently

A

homograph

109
Q

words that are spelled and pronounced alike

A

homographic homophones

110
Q

phrases with figurative meaning

A

idiom

111
Q

level 1 of word knowledge

A

no knowledge

112
Q

level 2 of word knowledge

A

incidental knowledge

113
Q

level 3 of word knowledge

A

partial knowledge

114
Q

level 4 of word knowledge

A

full knowledge

115
Q

what is the best way to teach context clues

A

modeling

116
Q

definition, example-illustration, comparison-contrast, logic, morphology, grammar

A

6 types of context clues to identify words

117
Q

what are the different parts of words

A

base words, root word, prefixes, suffixes

118
Q

base word is a ____ morpheme

A

free

119
Q

what are the 2 types of text

A

expository, narrative texts

120
Q

present info organized around main ideas and supporting details

A

expository

121
Q

tells a story, beginning, middle and end, characters, setting plot action resolution, theme

A

narrative texts

122
Q

strategies for activating prior knowledge

A

preview and predict, kwl, making connections

123
Q

types of making connections

A

text to self
text to world
text to text

124
Q

process of judging, concluding, or reasoning from some given information

A

inferencing

125
Q

students monitor their own thinking and understanding and make actionable decisions about what to do when they don’t understand

A

monitoring and clarifying

126
Q

thinking of questions while reading that require integration of new information and then reading to find answers

A

generating and answering questions

127
Q

right there, think and search, author and you, on your own

A

4 types of questions

128
Q

students identify what is important in the text

A

summarizing

129
Q

process of combining elements from multiple sources and integrating them into a new whole

A

synthesizing

130
Q

forming mental pictures while reading to connect the questions and knowledge in one’s head

A

visualizing

131
Q

using critical thinking to make judgements about what one has read and about one’s own reading ability

A

evaluating

132
Q

process of showing or demonstrating how to use or do something

A

modeling

133
Q

modeling that is not directly identified

A

implicit modeling

134
Q

directly showing and talking with students about what is being modeled using a think aloud process

A

explicit modeling

135
Q

form of writing that uses words, form, patterns of sound, and figurative language and imagery to convey a message

A

poetry

136
Q

three line stanza with a 5/7/5 syllable count

A

haiku

137
Q

least defined, lacks a consistent rhyme scheme

A

free verse

138
Q

14 line poem, typically concerning love

A

sonnet

139
Q

poems where certain letters in each line spell out a word or phrase

A

acrostic

140
Q

a five line poem that consists of a single stanza,
humorous or silly

A

Limerick

141
Q

like a elegy, an ode is a tribute to its subject

A

ode

142
Q

written in mourning following death

A

elegy

143
Q

5 line poem, particularly vivid in their imagery

A

cinquain

144
Q

alliteration/consonance, assonance, onomatopoeia, and repetition are ____ devices

A

sound

145
Q

repetition of consonant sounds at beginning of words

A

alliteration

146
Q

repetition of vowel sounds within non-rhyming words

A

assonance

147
Q

repetitive sound produced by consonants in the middle or end of words in a phrase

A

consonance

148
Q

words that are used to represent particular sounds

A

onomatopoeia

149
Q

repeating of a particular sound devise to create an effect

A

repetition

150
Q

poets use words that appeal to the readers senses of sight, sound, touch, taste, and smell

A

imagery

151
Q

creates pictures by making comparison

A

figurative language

152
Q

a comparison use like or as

A

simile

153
Q

describes one thing as if it were another

A

metaphor

154
Q

gives human characteristics to something nonhuman

A

personification

155
Q

when an author or poet refers to a famous person, place or thing in history

A

allusion

156
Q

the feeling the authors word choices give the poem

A

mood/tone

157
Q

central or main idea

A

theme

educ 3332 (3 decks)

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