Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

CSET I > subtest reading, lang, lit > Flashcards

subtest reading, lang, lit Flashcards

1
Q

Linguistics: 3 parts

A
  1. structure: morphology (unit of meaning)+ syntax (arrangement)
  2. sound: phonology (speech sounds)
  3. meaning: semantics (analysis of word meaning)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

alphabetic principle (3 parts)

A
  1. letters are named and have upper and lowercases
  2. each letter and groups of letters have sounds
  3. using letter sound correspondence words are decided, pronounced, spelled
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

affix

A

bound ( no word) morpheme that can be added to a stem = word

prefix
suffix

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

automaticity

A

reading accurately and effortlessly

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

blending

A

fluidly combining sounds to make words
combining onsets and rimes = words

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

concepts of print

A

read top to bottom, right to left etc.
spaces indicate separate words
print represents words and meaning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

decoding

A

translating print into spoken word
word identification

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

denotative meaning
connotative meaning

A

denotative ( literal meaning)
connotative ( suggested meaning)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

derivational morpheme

A

smallest unit of a word that has meaning (syllable, affix, or root)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

idiolect

A

individual speech patterns or habbits

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

morphology

A

study of word formation (study of stems, affixes, structures)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

morpheme

A

unit of meaning that can’t be divided into smaller parts ( book)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

onset-rime

A

onset- phonological unit before vowel sound (b) in book
rime- part that follows (ook) in boo

not all words have it

teaching it help children decode words

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

phoneme

A

smallest part of lang. that makes a difference in meaning

english=about 41 phonemes

/ch/ /e/ /ck/ 3 phonemes
/oh/ 1 phoneme

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

phonemic awareness

A

largest predictor in ability to read

ability to hear, identify, and manipulate the individual sounds—phonemes—in spoken words

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

phonics def:

phonics goal:

A

method of teaching reading and spelling uses symbol-sound rln.

used in beginning instruction

rln of phonemes (sounds) and graphemes (letters/ symbols)

goal: help children learn and use alphabetic principle.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

phonological awareness

A

listening skill—develops preK
1. sounds make up word
2. sounds can be manipulated
3. words can separated (sounds syllables rhymes)
4. words have meaning

( phonological awareness is 1 component of phonemic awareness)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

pragmatic

A

ability to engage in conversational speech
( speech + allowing for response + nonverbal communication)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

prosody

A

component of fluency
reading with expression
includes: emphasis, intonation, stress, pitch, pauses, phrasing, emotional states, question or comment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

segmenting

A

breaking up words into phonemes
or syllables or onset-rime

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

lang mile stones
0-12 m

A

eye contact
gestures
vocalizations
coo
cry
babble
consonant-vowel strings da-da-da

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

lang mile stones
12-24 m

A

first monosyllabic words (familiar objects)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

lang mile stones
2 years

A

two word sentences
grammatical rln

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

lang milestones
3-4 years

A

dramatic advances
8-9 new words per day
vocab 1000 words

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

lang milestones
4 years old

A

private speech
plurals —cats
possessive —cat’s
adding -ing to verbs —running
adj (2 for 1 noun)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

lang milestone
5-7 years

A

asking why
metaphor
4-5 word sentences
use sentence types: declarative, interrogative, imperative

by age 6 near adult ability
vocab 2500
understand 8000-14000 words

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

child directed speech

A

0-24 m motherese

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

holophrase

A

8-12 m
using one- word + gesture to convey meaning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

telegraphic speech

A

2 years
shortened speech phrases
i hot
i want
no go

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

fast mapping

A

2-5 years
using context of words to learn meaning
(researchers Carey and Bartlett, 1978 used familiar color object (blue) with unfamiliar (beige) to teach unfamiliar color

Carey drew a map on a bartlett pear fast!

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

private speech

A

3 years
talking out loud to oneself
no intent to communicate to others ( as using private speech)

Lev Vygotsky— use to practice language— private speech is responsible for all higher levels of intellectual functioning.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Lev Vygotsky
private speech

A

private speech used to be more completed at language

private speech responsible for higher levels of intellectual functioning.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

overregularization

A

5 years
misusing regular rules of grammar
foots instead of feet

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

lang acquisition theories:
universal lang acquisition theory

A

Noam Chomsky ( chom (p) (in the) sky)
lang innate/ universally inherited
bbs are pre wired to learn lang
children know how to combine noun + verb

lang develops when children interact with environment.
brain pathways form as children interact ( neuroplasticity)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

Noam Chomsky

A

universal lang theory
newborns wired to learn language

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

lang acquisition key theories:
Critical Period Lang Aquisition

A

first few years of life are optimal for lang acquisition
infancy-puberty
“critical period”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

Vygotsky’s Second Lang Acquisition Theory

A

thought dev is determined by language

rln b/t thinking process and lang process

lang center of all learning processes

lang shapes thoughts, perceptions

student must think b/4 they can form new ideas

must be competent in primary lang to learn new one (second language)

language and thought are resources for each other.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

Krashen’s Second lang acquisition theory

A

primary lang- unconscious implicit process

secondary lang- conscious explicit process

5 stages of learning second lang

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

ELL

A

English language learner

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

Krashen’s natural order hypothesis
5 steps:

A

natural order to second lang acquisition:
1. preproduction
2. early production
3. speech emergence
4. intermediate fluency
5. advanced fluency

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

krashen’s stages of second language acquisition
stage one

A

preproduction: little to no skills//use yes, no, pointing, or acting out

instructional strategies
anguage Acquisition
Instructional Strategies
• Use visual aids (pictures, graphics, media).
• Use gestures to communicate.
• Use simple question prompts.
• Focus on minimal key vocabulary words and phrases
• Assign writing exercises that combine pictures simple words.
• Provide instruction that is sensitive to cultural and academic competencies.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

Krashen’s stages of second language acquisition
stage two

A

early production:
limited comprehension and language skills
1-2 word responses
telegraphic speech

instructional strategies:

• Use preproduction strategies, especially visual aids (pictures, graphics, media).
• Use question prompts that require a “yes/no” or «either/or” answer.
• Use question prompts that require a familiar one- or two-word response.
• Help students expand one- or two-word responses.
• Use games and role playing to help students learn new vocabulary.
• Use handouts and worksheets with fill-in-the-blank (cloze) exercises.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

Krashen’s stages of second language acquisition
stage 3

A

3: speech emergence:
increased comprehension and language skills
simple sentences
grammar errors
reading comp and writing limited

instructional strategies:

• Use question prompts that ask students to answer “who, what, where, why, and how” in written assignments.
• Use question prompts that require a written or oral response of at least one sentence.
• Ask students to write in a daily journal.
• Use games and role playing to illustrate oral and written text.
• Use media, technology, and the Internet to illustrate examples.
• Ask students to problem-solve using real-world events.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

Krashen’s stages of second language acquisition
stage 4

A

stage 4: intermediate fluency
increased command of lang and comprehension
combine phrases and sentences
good oral and written skills

instructional strategies:

• Use instruction that includes analyzing complex reading, writing, and speaking assignments.
• Apply reading instruction assignments that include the students’ ability to paraphrase, define, compare, contrast, summarize, describe, and explain text.
• Help students expand language through oral presentations and discussions.
• Ask students to write in a daily journal.
• Assign reading assignments for a variety of genres from fiction and nonfiction texts.
• Encourage the use of media, technology, and the Internet.
• Increase students’ ability to problem-solve in reading and writing assignments.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

krashen’s stages second language acquisition
stage 5

A

stage 5: advanced fluency
competence in oral and written language
able to participate fully in classroom activities

instructional strategies:
participate in grade/level expectations. assist as needed according to academic proficiencies and cultural implications

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

Marilyn Adams
researcher, educator
phonemic awareness instruction

A

phoneme isolation first found in ball

phoneme identity (find words with same sounds)

phoneme substitution

phoneme segmenting b-a-t

phoneme blending -/ listen b-a-t say bat

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

phonological awareness in classroom

A

rhymes
onset-rime
syllables

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

phonemic awareness vs phonics

A

phonemic A : sounds make words
phonics: predictable rln b/t phonemes and graphemes

phonemic A;
sounds, oral, awareness of individual sounds, auditory and oral, manipulate sounds

phonics: graphemes, print, sound spelling (print), sound symbol rln, visual and auditory, read and write

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

good phonics instruction:
systematic and explicit and sequence imp.

A

sound -symbol
sound -spellings
alphabetic principle

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
50
Q

phonics in classroom
steps:

A

assess
plan (systematic, explicit, sequenced
explicitly teach
positive feedback
resource material (select)
fluency practice
ongoing assessment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
51
Q

fluency
def;

A

ability to read text accurately, effortlessly, with expression (prosody)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
52
Q

prosody
def:

A

reading with expression (emphasis, stress, intonation, pitch, pauses, phrasing)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
53
Q

fluency in classroom:

A

teacher read aloud daily (model)

students practice at independent reading level (90% accuracy, 1/20 words misread)

CHECK THIS 1/20 is 95%
2/20 is 90%

use variety of materials

tests: WCPM, Fry, Prosody check list (____, Lane, Pullen 2005 Prosody checklist)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
54
Q

metacognition

A

thinking about thinking

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
55
Q

comprehension activities

A

monitoring comprehension—(where is difficulty, what is difficulty) restate, look back, look forward

use graphic organizer—map, web (semantic organizer/ web/ map)

clarifying—explicit info —stated in text
implicit—what’s implied, what’s the tone or attitude?

story structure—story maps

summarize, predict, paraphrase

use prior knowledge/ vocab

mental imagery (visualize story, character, setting)

relate content to self or other books

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
56
Q

Beck, mcKeown, Kucan
vocabulary tiers

A

tier 1–everyday words

tier 2- high-frequency general academic ( most instruction here)

tier 3- low-frequency context-specific
( molecule etc)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
57
Q

test: concepts of print

A

Marie Clay’s Concepts About Print
CAP
given in KG
title, front, back, capital letters, where story begins, spaces, words

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
58
Q

test: sound decoding
(phonics inventory)

A

Shelby e -BPST II (basic phonics skills test)
AND
Fry Phonics Patterns

students given BPST sheet of letters and blends and asked to read

correct responses are recorded

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
59
Q

test: phoneme segmentation
(phonemic awareness)

A

Yopp-Singer Test of Phonemic Segmentation

KG-1st grade

given 22 words asked to segment/ break word apart

dog— /d/ /o/ /g/

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
60
Q

test: phoneme deletion
( phonological awareness)

A

Rosner’s Test of Auditory Analysis Skills
TAAS

KG
say cowboy say cowboy without “boy”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
61
Q

test: reading fluency and comprehension
(oral fluency)

A

Fry’s Oral Reading Assessment
tests if student needs more practice decoding
gives WCPM (words correct per minute)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
62
Q

WCPM

A

words correct per minute
fry’s peak reading assessment
read 2 -3 passages
read 1 minute.
score with words read- errors = WCPM
average scores from 2 to 3 passages

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
63
Q

word recognition/ reading ability level
(reading ability assessment)

A

San Diego Quick / 40L Quick
Screen Reading Grade Level Test
student reads word list
(there are no context clues as when reading a passage)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
64
Q

prosody checklist

A

Hudson, Lane, Pullen 2005
reading with expression
( pauses, mental states, time, emphasis, inflection, tone)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
65
Q

test: spelling

A

Francine Johnson’s Primary and Elementary Spelling Inventories

Pearson’s Words Their Way

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
66
Q

5 stages of writing process

A

prewriting
writing
revising
editing
publishing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
67
Q

transition words

A

use in essays between P’s
more over, additionally, hence, secondly, since, while, uniquely, on the other hand, on the contrary, in addition

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
68
Q

Step 1 writing
prewriting includes:

A

understanding task
understanding purpose (inform or persuade)
understand audience

note taking ( include reference)
outlining
graphic organizer (cluster or Venn diagram)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
69
Q

step 2 writing process:
writing draft

A

get ideas on paper
intro—thesis + 3 explicitly stated supporting points.
3 body Ps —order most important point first. summary sentence for each P. transition.
Conclusion —summary, connect ideas or 3 body Ps (state points in same order)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
70
Q

step 3 writing process
revising

A

modify, rearrange, revisit task, purpose, audience, clarity, logical development.
flow and clarity
recheck citations

71
Q

step 4 writing process
editing

A

proofreading
minor changes and corrections
sentence structure
mechanical errors
references

72
Q

step 5 writing process
publishing

A

add illustrations, copyright, references
bind
print
or electronic file

73
Q

principles of composition:
name 5

A

paragraph unity —-“ thought units”
Struck and White “Elements of Style” paragraph is one topic of thought. include examples, topic sentence, summary sentence.

active voice—(not passive) subject performs action

Word Choice— diction. precise language, brief and specific,

Transitional Words and Phrases—continue flow, move reader to next idea.

Context— writing appropriate for situation (research paper, essay, summary) may have different tone, vocab, organization

74
Q

argument writing:
essay, research papers

A
  1. state issue
  2. investigate (research)
  3. evaluate/ make claim
  4. support with reasoning, logic, evidence (examples, claims, counterclaims, pros and cons)

note: logos (evidence) for argument writing
pathos ( emotion) for persuasive writing

75
Q

informative writing
essays

A

to inform, describe, explain,
unbiased (don’t give opinion)
third person, scholarly tone

literary analysis
instructions
summaries
historical report
use primary and secondary sources
cite as needed

76
Q

narrative writing
essays

A

expressive or creative writing
entertain, inform, or instruct
tells a story
draws from personal stories
story like build to climax of action
timeline (may have)
appeal to senses (sight, sound etc)
stories, autobiographies
play, poem, myth, fables

77
Q

4 types of clauses

A

independent
dependent
relative
noun

78
Q

relative pronouns
relative adverbs

A

rel pronoun—who whom whose which that

rel adv—where when why

(begin relative clauses)

79
Q

adverberial dependent clauses
contain:

A

subj, verb, subordinating conjunction
describe verb, adv, adj,

80
Q

subordinating conj.

A

links subordinate/ dependent clause to rest of sentence.
ex. before because although since after wherever, as if, if, so that etc

81
Q

adverb types

A

adverbs of: time, place, manner, frequency, degree,
( condition —if…
( purpose—so that…
( concession—although…

82
Q

conjunctive adverbs are used for:
examples:

A

transitions—connecting 2 thoughts.
additionally, indeed, consequently, still. nevertheless, however,

83
Q

5 verb moods

A

indicative
imperative
interrogative
conditional (if then)
subjunctive ( not reality, verb in “wrong tense ex. I wish I were a bird)

84
Q

conjunctive adverb

A

word provides connection to previous clauses or sentence. provides transition

however
therefore
nevertheless
meanwhile
finally
next
indeed
etc.

85
Q

relative clause

A

adj clause
subj + verb (not complete thought)
begins with rl. pronoun:
rl. adj:
who
whom whose
which that
or rl adv:
where when why

86
Q

allophone

A

variations of the same phoneme (smallest meaningful speech sounds)
“t” in kitten sounds different than “t” in atom.

87
Q

free morphemes

A

stand-alone morphemes:
2 categories
lexical ( independent meaningful: cat)
grammatical/ functional (pronouns, conjunctions, preposition: but, the, she, in etc.)

88
Q

bound morphemes
def
3 types

A

cannot stand alone.
roots (ject in subject)
derivational (prefix and suffix—adds meaning—de, pre, ly, able)

inflectional (suffix: s, ing, ed, en, ‘s, er, est) no change in meaning

ex. “S” in cats
“ly, ness, did, poly…”

89
Q

l

A
90
Q

semantics def

A

differences that people have in meanings of words
AND
in linguistics, studying how meaning is constructed in written or spoken language.

91
Q

semantics
3 types:

A

formal—rln b/t words and meanings from philosophical or mathematical view

lexical—study of word meanings—metaphor and literary devised. considers context and nuance ( shades of meaning)

conceptual—dictionary meaning of a word. SIGN—a word that represents a concept.

92
Q

semantics types:

A

denotation—dictionary/ literal meaning

connotation—figurative meaning or layers of meaning

93
Q

linguistics

A

the scientific study of language and how people use it

94
Q

pragmatic language

A

language that can only be understood in trends of aspects of the situation in which is used.

rules—ex. how we use lang. how much should we say to answer a question. when should we ask more? how much space should we give a response.

CONVERSATIONAL IMPLICATURE—meaning can be informed by the current conversation ex. teacher: did you do your HW? student: i had practice== is understood to mean, no i didn’t do HW.

rule—people should make true statements. so the test was a breeze means t the test was easy.

SPEECH ACTS—tell us what kind of statements are making a promise. etc

95
Q

near-side pragmatic

A

needing the context of sentence to understand the meaning.
resolving ambiguity.
ex. i saw a star. ( movie? or sky star?)
also i like that hat. we need context to know who is I? which hat?

96
Q

far-side pragmatically

A

rules that as extra meaning to what is said.
implied meaning added to literal meaning.
making inferences.
conversational implicature.
ex. do you know where y book is?
i was reading in the kitchen.
== i left your book in the kitchen.

97
Q

who developed field of pragmatics?

A

1960s
JL Austin
HP Grice

Austin—ways we use language. acts of language

Grice—unspoken rules of language
rule: COOPERATIVE PRINCIPLE-use language to best help those you are talking with.
rule: RELEVANT RULE only say things relevant to conversation
rule: Speak truth

98
Q

phonological recoding

A

using alphabetic understanding to relate sounds to letters and decode and recode words

99
Q

orthography

A

writing conventions (using alphabet)
“straight writing” deals with spelling.
“correct writing”

100
Q

syntax

A

order of words

101
Q

expressive lang/ receptive lang

A

EL: express ideas with words
RL: understand or comprehend words

102
Q

5 stages of language development

A

pre-linguistic—cooing 0-6m

babbling—repetitive and variegated babbling 6m-1yr

first words—attach meaning to words 6m- 2yr

two word—discover syntax. overextension (calling every animal dog) rapid vocab, 2 ur old lasting 6 months

telegraphic—2 1/2 years old. to about 6 years— truncated speech ( me want sandwich. me go bed)

103
Q

B. F. Skinner

A

behaviorist
positive and negative reinforcement
operant conditioning (sounds made and reinforced by parent response —smile or attention)

104
Q

interactions perspective
lang. dev

A

info processing theorists ( intrinsic cognitive abilities plus environmental experience) dev lang

social interaction theorist (social and language experiences = lang dev.

105
Q

5 reading comprehension skills

A

predict
identify (authors purpose, themes)
visualize
connect (story to students/ other texts
evaluate

106
Q

oral lang components

A

vocab skills
phonological skills
syntax (sentence structure)
morphological system
pragmatics (conversational skills)

107
Q

vocab skills

A

(known as semantics)
receptive vocab (words you know)and expressive vocab (words you know and speak)
strong vocab skills related to strong literacy skills)
lexical knowledge (deep understanding of words)= synonyms homonyms antonyms additional meanins

108
Q

phonological skills

A

rhymes, repeat sounds, chant, use stress and intonation, pronounce words correctly, patterns and sounds.

109
Q

syntax skills

A

grammar of language— order
subj, verb, DO

110
Q

morphological skills

A

meanings of parts of words
roots, prefixes, suffixes
parts tell: meaning, tense, mood, number etc

111
Q

pragmatics skills

A

social aspect of oral language
timing
gestures
facial expression
tone
turn-taking
pauses
humor
knowing how to respond to affection

112
Q

oral lang assessments

A

oral prompts (open-ended question, paraphrasing, multi step directions, speeches)
picture prompts ( see photo, describe)
role playing
oral summary ( text retelling)
oral interview

113
Q

what is the 68-95-99.7 rule

A

68% of scored will be within 1 standard deviation
95% with in 2 SD
99.7 within 3 SD

114
Q

standard score
formula
2types

A

translates raw scores to score that shows how far students performance is from the mean using standard deviation units.

raw score - mean/ Standard deviation

stanine
Z-score

115
Q

stanine

A

standard score:
based on 1-9 scale
5 is the mean
standard deviation is 2

116
Q

Z-scores

A

mean of 0
standard deviation 1
raw score - mean/ standard deviation

117
Q

no child left behind act

A

2001
mandated standardized testing in 3-8, 10th

118
Q

emergent literacy
components
stages

A

components: oral speech, concepts of print, knowledge about books (environmental print), letter knowledge, phonological awareness.

stage 0–birth to 5 imitates, writing some letter forms, pointing to pictures

stage 1– ? - 6years. knows letters, sounds, blends, manipulates phonemes, write first sounds of words.

119
Q

analogy types

A

synonym analogy
antonym
classification
cause and effect
part-whole
characteristic

120
Q

vocabulary acquisition model

A

pronunciation
definition
use

121
Q

vocabulary learning strategies

A

source telling (fill in word from source sentence)

quickie rounds (like above perhaps use flash cards—game style)

whiteboard descriptions (draw or write meaning)

vocab sweep-up (flash cards with vocab words on table, students sweep-up as many as they can define)

122
Q

research report components:
(3)

A

purpose (background, ?, and hypothesis)

procedure (material, directions)

results (data)

123
Q

informational report steps
analytical reports steps

A

analyze situation
gather info
analyze info (trends, rln in data)
INFO draw conclusions
ANALYTICAL make recommendation

SPSS—statistical package for social sciences
cross-tabulation— allows comparison

124
Q

5 components of
Oral Lang Instruction

A
  1. developing listening/ speaking skills
    2.variety of spoken texts ( instrumental-empress ing needs
    regulatory-influencing others
    interactions-getting along
    personal-expressing personal feelings
    imaginary
    representational-communicating info
  2. create lang learning environment
    ( 3 parts: physical environment, classroom culture, opportunities to communicate
  3. vocab and conceptual knowledge
    (basic, then conceptual, uncommon)
  4. promote auditory memory
125
Q

6 components of oral language

A

phonology
vocabulary
grammar
morphology
pragmatics
discourse

126
Q

4 ways oral lang impacts reading

A
  1. develops vocab
  2. communicates meanings
  3. teaches culture
  4. builds comfort with communication
127
Q

archetype
def:
ex:

A

a pattern, situation, character, or symbol that reoccurs in the human psyche

damsel in distress
water-reps change
creature in the night
loyal retainers (side-kicks: Samwise Gamgee)
hero with fatal flaw (achilles)

128
Q

6 types of mass media

A

traditional (song, painting, drama)
print media
electronic/broadcasting(radio,TV,movie
outdoor (billboards)
transit (in train stations, buses)
digital media advertising ( internet, SM)

129
Q

3 types of media

A

print media
broadcast media
internet media

130
Q

News Literacy
5 key questions

A
  1. authority
  2. artistic decisions
  3. audience
  4. interpretations
  5. purpose
131
Q

types of persuasive speeches

A

problem-solution
problem-cause-solution
Monroe’s motivated sequence
(attention, need, satisfaction,
visualization, action)
comparative
chronological
spatial
topical
causal
…

132
Q

selecting and refining research topic,
5 steps:

A

brainstorm
preliminary research
analyze research
plan the project (inform or persuade)
write thesis

133
Q

tips for research materials:

A
  1. reference materials—quick info
  2. academic journals—peer reviewed
  3. magazines
  4. books— more in depth
  5. newspapers
  6. stats
134
Q

evaluating sources
CRAAP test

A

currency (timely)
relevance
authority (verified) (credible author)
accuracy (supported, bias free)
purpose

135
Q

literary analysis
steps

A

1 setting comprehension
2. characters comp (protagonist, antagonist
3. plot comp
4. setting analysis
character analysis
5. plot analysis ( exposition, rising action, climax, falling action, resolution)
6. author style and language (alliteration, imagery, foreshadowing, metaphors, themes, morals, personification, hyperbole)

136
Q

3 parts of literary analysis

A

comprehension
interpretation
analysis

137
Q

universal theme
def

A

theme in story telling that resonates with all humanity

138
Q

universal theme examples:

A

coming of age (toy story)

courage and honor ( red badge of courage)

love and desire

cause and effect of rebellion (star wars)

139
Q

universal idea (stories)

A

an idea that resonates with all humanity
ex. technology, hunger, politics/ freedom, family

140
Q

character dialog
subtext

A

underlying, implicit meaning in dialog

141
Q

character dialog can show:

A

conflict
social background
duplicity
humor
characterization
advances plot
create mood

142
Q

literary devises
list;

A

diction (word choice)
imagery
metaphor
simile
point of view (POV)
structure

143
Q

literary devices: poetry

A

caesura (pause or stop within a line)
end-stopped line (line ending in period)
enjambment (line w/o . idea carries)
internal rhyme (rhyme within)
end rhyme (rhyme at end of lines)
meter
blank verse (unrhymed- iambic pentameter)
rhyme/ slant rhyme
acrostic (letters in a word spelled begin each line)
anapest (2 unstressed, 1 stressed)
dactyl (1 stressed, 2 unstressed)
ekphrasis ( refers to a visual art—Ode on a Grecian Urn)
hyperbole
onomatopoeia

144
Q

euphemism

A

using milder words to describe something graphic
“passed away” rather than died

145
Q

allusion

A

ref to one work of lit. in another work of lit.

146
Q

anaphora

A

repetition of word or phrase at beginning of successive clauses or verses

147
Q

antithesis

A

juxtaposition of contrasting ideas in balances phrases

148
Q

apostrophe

A

directly addressing a nonexistent person or or an inanimate object as if it were living

149
Q

chiasmus

A

verbal pattern where second half of expression is balanced against the first but with parts reversed

when the going gets tough, the tough get going.

150
Q

climax
(in poetry)

A

feeling of mounting intensity over 3 or more successive lines of poetry

151
Q

dyphemism

A

negative term for another word
“snail mail” for USPS

152
Q

irony

A

use of words that convert the opposite of their meaning

153
Q

litotes

A

understatement where an affirmative is expressed by negating it’s opposite

it’s not the best weather (spoken during a hurricane)
she’s not the sharpest too the shed

154
Q

merism

A

pair of contrasting words to represent totality:
body and soul
searched high and low

155
Q

metonymy

A

words substituted for other words with close meaning
(a renaming)
“suit” for CEO type person
“track “ for horse racing
“dish” as in favorite dish for mac n’ cheese

156
Q

oxymoron

A

contradictory terms appear side by side:
civil war
deafening silence
bitter sweet
original copy

157
Q

paradox

A

2 statements that appear contradictory but both are true.

the more you fail, the more likely you are to succeed.

158
Q

pun

A

play on words
joke
uses homophones

the tallest building in town in the library. it has a thousand stories.

159
Q

synecdoche

A

figure of speech where part is used to represent a whole

hand— give your hand in marriage
wheels—referring to car
mouths— mouths to feed

160
Q

blank verse

A

poetry with meter but not rhyme

161
Q

fixed verse

A

poetry with a template for rhyme and meter such as a sonnet

162
Q

free verse

A

poetry without regular rhyme or meter

163
Q

character points of view
types:

A

first person (I)
second person (you)
third person (he she it)
limited— (to usually one persons view)
omniscient—(no limits)
objective—( most limited, external perspective)

164
Q

golden age in children’s literature

A

1850-1900

alice in wonderland—lewis carroll
little women—louisa may alcott
tom sawyer- mark twain

165
Q

informational text types

A

literary NF—biography. memoirs etc
expository—textbook, brochure
argument/ persuasive—letter to editor
blog content
procedural—cookbook, instruction
manual, how-to manual

166
Q

textual evidence
def
examples

A

info evidence from verified source

quotes, paraphrase, summarize
facts, stats, anecdotes, expert testimony, illustrations, charts, tables

167
Q

structures for informational texts

A

compare and contrast
cause and effect
problem and solution
description

168
Q

informational writing evidence can be evaluated to see if

A

evidence is:

relevant
significant
sufficient

169
Q

evaluate authors point of view
(informational writing)

A
  1. compare writers: background, bias, influences
  2. compare arguments: logical, support, sources
170
Q

analysis of two texts;/ arguments

A
  1. P E A C (position, evidence, assumptions. counter arguments)
  2. rhetorical devises: language, style, tone
171
Q

how to analyze 2 texts
how to synthesize

A
  1. read carefully
  2. identify ?? of text
  3. identify topic
  4. “ “ purpose
  5. “ “ main idea/ argument
  6. examine reasons/ evidence
  7. clarify unknowns (vocab)
  8. ask/ think critically

synthesize: review, compare purpose/ topic, find similarities/ diff, look for ways evidence fills in gaps from other text, think how they provide evidence for each other.

172
Q

informal ways to assess reading level
give 5:

A
  1. Group Reading inventory: student read 500 word passage and answer questions— note time taken and score
    90% independent reader
    60-89% instructional level
    below 60% frustration level
  2. Miscues: have students read and note the miscues (substitution, omission, reversal, insertion)
  3. Curriculum-Based Assessment: CBM—chose 600 words have kids read for 2 minutes, note miscues. take (WPM-miscues)/2. this gives WPM
  4. Retelling: student reads then retells to you the main ideas of passage
  5. Comprehension Think Aloud: choose passage have kids read, stopping at certain points to jot down what that part was about. Review responses.
173
Q

measures of complexity

A
  1. quantitative—word length, frequency, sentence length
    LEXILE SCORE (680=7th grade)
  2. qualitative—levels of meaning, author purpose (explicit or implicit), structure, language (literal/ figurative, contemporary/ archaic word choice, conversational language/ general academic and domain specific)
  3. reader and task—look at reader motivation, experience, knowledge AND what text is asking and the task involved.
174
Q

Liv Vygotsky
theories
memory devise

A

private speech
second lang theory

Liv V. is going to talk to herself, get really good at it, then learn another language.

CSET I (2 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions