7-12 ELAR

morphology

(an understanding of roots and affixes) to determine word meaning

Activate Prior Knowledge-KWL

(what we KNOW, what we WANT to know, and what we LEARNED). Students complete the first two columns before reading and the final column after reading.

8th Grade Benchmarking

-Adjust fluency according to the text being read -Use new vocabulary meaningfully -Use metacognitive skills to comprehend increasingly complex texts -Make adjustments while reading to monitor comprehension -Recognize and perform analysis on additional genres -Analyze the author's craft and choices -Compose multiple types of text -Develop a plan for short and long-term research

9th Grade Benchmark

-Determine word meanings using Greek and Latin roots -Produce analogies -Analyze the effect figurative language has on a work's setting -Analyze diction and imagery in poetry and support with textual evidence. -Analyze the structure and elements of dramatic works -Analyze all aspects of fictional, persuasive, and informational texts -Compare media coverage across mediums -Write at least two forms of literary writing

7th Grade Benchmarking

-Develop oral language skills -Use new vocabulary correctly -Read fluently on grade level -Read for a sustained amount of time on grade level -Use metacognitive skills to comprehend complex texts -Listen, speak, read, write, and think utilizing multiple texts -Consider literary elements across multiple texts and genres -Explain the author's purpose and overall message -Use the writing process to respond to multiple texts -Complete both short and longer research projects

12th Grade Benchmark

-Develop speeches according to classical speech elements -Determine the meaning of foreign words commonly used in English -Interpret, analyze, read, and respond to all text types in all genres with a focus on British Literature -Critique argumentative texts -Compose texts in all genres -Develop a research plan and implement it successfully -Provide proper citations for research -Examine bias in sources

10th Grade Benchmark

-Explain the origin of foreign words seen in the English language -Analyze fictional themes in different time periods -Analyze poetic structure, prosody, and graphic elements -Analyze archetypes and motifs in drama -Understand how symbolism, allegory, and illusions are used in fictional works -Evaluate syntax and diction in nonfiction works -Write a variety of texts using the writing process -Evaluate media bias

11th Grade Benchmark

-Infer word meanings by using word parts -Use cognates in different languages to determine the meaning of words -Analyze the way a theme is a commentary on the human condition -Analyze the structure, metrics, and rhymes schemes in poetry -Analyze themes and characteristics in drama from different time periods. -Analyze shifts in point of view when it occurs in literature -Understand how rhetorical techniques are utilized in speeches -Interpret complex graphics -Write a variety of texts: literary writing, analytical essays, and an interpretation of an expository text -Develop multimedia presentations -Research and synthesize information -Analyze media from various points of view and look for bias

Word Wall

A designated area in the classroom with challenging or content-related vocabulary. Example: In a geography class, students can create and post illustrations of the various landforms they encounter in a reading.

Stanza

A group of lines in a poem

Dialects

A particular form of a language that is associated with a specific group of people or region.

Prepositional phrase

A phrase that describes the relationship between a noun and a pronoun or another word in the sentence. It usually consists of a preposition, its object, and any words that modify the object. There are two types: adverbial phrases (which modify verbs) and adjectival phrases (which modify nouns). Example adjectival phrase: She sat in the seat in the middle.

Participle phrase

A phrase that modifies a participle, or verb ending in "-ed" or "-ing," to serve as an adjective Example: Tired after a long walk, the dog slept in the corner.

Paradox

A statement or proposition that seems self-contradictory or absurd but in reality expresses a possible truth.

Gerund phrase

A type of appositional phrase that modifies a gerund (or verb+ing) and behaves like a noun Example: Drinking water when it's hot outside can prevent you from becoming dehydrated.

Noun phrase

A type of appositional phrase that modifies a noun Example: The red car is parked in the driveway.

Verb phrase

A type of appositional phrase that modifies a verb - it contains a verb and its complements, direct or indirect objects and modifiers, but not the subject. Example: The baby was crawling on the floor.

Directed Activities Related to Text (DART)

Activities that require students to reconstruct a text or diagram by filling in missing words, phrases or sentences, or by sequencing text that has been jumbled.

Systematic Vocab

Apply word recognition skills to sound out and decode words Recognize multiple-meaning words (lexical ambiguity) and infer meaning from context Apply knowledge of text connectors/transition words used to compare, contrast, show cause and effect, emphasize, clarify, give examples, order, etc. Use a dictionary to find the meaning, pronunciation, correct spelling, part of speech, collocations, etc. Use morphemic analysis to derive a word's meaning by analyzing its meaningful parts, or morphemes (i.e. root words, prefixes, and suffixes) Use contextual analysis to infer the meaning of an unfamiliar word by analyzing the text surrounding it

MLA-Book

Author's Last name, First Name. Title. City of Publication (if published before 1900), Publisher, Publication date.

MLA-Electronic Source

Author/Editor's Last name, First Name (if available). "Article Title." Title of Website, Version numbers or posting date, Publisher information, Page or Paragraph number, DOI or URL. Date of access.

Greek Root Example

Auto-self ex: autobiography

Word Web

Before reading a passage, share a list of words that students will encounter in their reading and have students put each word in the center of a word web. During reading, as students encounter each word, they write down around the word different words or phrases that will help them remember the meaning.

Latin Root Example

Circum-around Circumference

Standards in different content classes

Cite specific textual evidence to support analysis of informational texts. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. Determine the meaning of symbols, words, and phrases as they are used in a text. Integrate information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

Oral Language Assessment

Correctly identify phonemes in written or oral testing Read a passage fluently and with the correct pronunciations Modify speech, inflection, and volume as appropriate Follow directions as appropriate for age Carry on a conversation both with the teacher and peers Use a variety of sentence types and structures

Research Skills #4

Create notes with paraphrased and summarized information from the research. Model and teach about the development of bibliographies as ways to record sources of information for inquiry and research. Model how to take notes from one or multiple sources and to summarize information from text, pictures, or graphic sources. Teach students that paraphrasing a source still means they must give credit to the author somehow, either through a parenthetical citation or by mentioning the source in an introductory clause. Example of a correct parenthetical citation: Relativity's theoretical foundations can be traced to earlier work by Faraday and Maxwell (Einstein 782).

Derivational affix

Creates a new word (friend to friendly - friend is a noun, friendly is an adjective)

Research Skills #1

Develop a research question or questions. These guiding questions should be open-ended and focus on aspects that the student finds most important and interesting about a topic. This will turn into a thesis statement. A strong thesis statement should make a specific claim and provide a preview as to what will follow in the paper. Example: 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."

Research Process

Develop a research question or questions. This will become a thesis statement in later grades. Locate reliable sources with information to answer the research questions. Create notes with paraphrased and summarized information from the research. Organize the well-documented information into graphic organizers, a visual presentation, and/or use it to write an expository essay. Cite sources.

16th to 17th centuries

During this historical period known as the Renaissance, "the age of Shakespeare," or "the Elizabethan era," in excess of 10,000 words entered into the English vocabulary.

Shakespeare's plays, such as, The Tempest, Twelfth Night, and Hamlet, are written in:

Early-Modern English

Anticipatory Sets

Example: 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.

RAFT: assign a role for a specific audience, in a specific format, on a specific topic

Example: Students studying health and nutrition could be asked to write as a vitamin or mineral (role), to an audience of unhealthy eaters (audience), in the form of an editorial (format) about the benefits it provides (topic).

Compare/Contrast

Explains how two or more things are alike and different

Facilitated Class Discussion

Have students participate in whole class, small group, or partner conversation with questions provided. Provide opportunities for class presentations and discussions after class presentations.

Research Skills #3

Locate reliable sources with information to answer the research questions. Model the process of evaluating sources by providing examples of reliable (such as scholarly, peer-reviewed articles and books) and unreliable sources (uncited, anonymous Internet articles) to compare and contrast. Demonstrate the importance of identifying the author of the document, recognizing formal tone and presentation, and the use of documentation for facts in the text.

Inflectional affix

Makes a new form of the same word (run to runs)

Argumentative

Offer relevant reasons, credible facts, and sufficient evidence to support a claim 1. Make a claim 2. Provide evidence to support the claim 3. State a counterclaim 4. Give a rebuttal 5. Conclude

Research Skills #5

Organize the well-documented information into graphic organizers, a visual presentation, and/or use it to write an expository essay. Cite sources. Model how to embed direct quotes from sources using quotation marks into their own writing. Generally, this style of essay is a five paragraph essay, including the introduction and thesis statement/research question, three paragraphs of supporting evidence and details, and a conclusion paragraph. Instruct students on how to use transitions to help move their readers from point to point within the essay and paragraphs.

SCAN Reading

S= Survey headings and turn them into questions to answer while reading C= Capture the captions and visuals and try to understand their meanings A= Attach boldface words and find the meanings N=Note and read the chapter questions before reading

Research Skills #2

Teach and post relevant questions for inquiry/investigation. Have students practice developing questions on various topics. This could be done in small groups at first, and then individually as students develop the skill.

Assisting in Informative Writing

Provide students with engaging, relevant texts and topics to write about. Provide explicit instruction and modeling with think alouds about the writing process. Teach the components of a strong thesis statement, the power of topic sentences, thoughtful paragraph structure, and the necessity of explaining the evidence with detailed examples, explanations, definitions, and/or anecdotes. Ensure information is true, accurate, and from credible sources, and that students are aware of the appropriate way to include citations. Brainstorm writing topics with students as a whole group, small group, or individually. Lead students in guided practice with graphic organizers to assist with planning main ideas and supporting details. Mind maps/topic webs and Venn diagrams can be helpful. For students that need additional assistance, teachers can provide sentence starters to help them elaborate and engage the reader. Instruct students to create outlines of paragraph and essay structure. Provide rubrics so that students have clear expectations about the components of a strong writing assignment. Give students timely and specific feedback.

Descriptive

Provides information (characteristics, features, examples) about a topic, concept, event, person, object, etc

Order/Sequence

Putting facts, events or concepts in order

Run Reading

R= Read and adjust speed depending on difficulty level. U= Use word identification skills such as sounding it out, looking for other words clues in the sentence, or breaking words into parts for unknown words. N= Notice and check parts you don't understand and reread or skip and go back.

Oral Reading

Reading aloud in front of the whole class, a small group, or a partner is helpful for developing oral skills. This can be done with the assistance of a teacher with supervised reading or audio-visual assisted reading.

Appositional phrase

Restates a preceding term by expanding upon it or explaining it in a qualifying statement between two commas Example: New York City, the largest city in the United States, has a population of around 8.6 million people.

Semantic Mapping

Semantic maps help students develop connections among words. Students become more aware of how words are semantically related and develop a deeper understanding of a word's meaning. Teaching words that are semantically related enhances students' depth of understanding of the words. Semantic maps have a variety of formats. In one method, students write an example, a non-example, a synonym, and an antonym.

Cultural Language variation

Several factors in a student's life lead to cultural variations in language, such as dialect, regional location, social class, and exposure to vocabulary

How teachers can support reluctant readers and writers

Share the experience of reading together in pairs or as a group Have a reader's theatre in which the teacher or students share the books they have read and recommend to others Make a trip to the school library and assist students as they select books to read Students who are auditory learners may find audiobooks more accessible Invite or skype with an author to motivate a student to engage with a text Use technology to research the history behind the setting or characters Provide a glossary or pre-teach vocabulary for additional vocabulary support before the reading is presented in class Provide texts at the student's independent reading level based on completed assessments

Cause/Effect

Show how one event causes another to happen

Problem/Solution

Shows the development of a problem and one or more solutions to the problem

Categorization and Explanation

Students group people, things, or concepts into categories and provide explanations for their grouping. This process encourages speaking and helps students with storage and retrieval of information.

Writing in Math

Students should be able to construct viable arguments and critique the reasoning of others. Writing is a metacognitive task and can help students think through complex concepts. It requires students to organize, explore, extend, clarify, and reflect on their ideas. Writing provides clear evidence of a student's understanding, as it forces students to slow down and explain a solution in their own words. Teachers can use content prompts to encourage students to write about mathematical concepts and relationships, process prompts to encourage writing about methods of solving a problem, or affective prompts to encourage writing about attitudes and feelings towards a topic.

SQR3

Students survey, question, read, retrieve, and review.

Two-Column Notes

Students write questions on the left side of the column and the answers to the questions on the right side of the column.

Beginning and Intermediate Readers

Teachers can help beginning and intermediate students by providing focused vocabulary instruction on high frequency words, providing ample opportunities to practice reading and being read to in a low stakes environment, provide visuals along with written text, and choosing text that is appropriate for the skill level.

Beginning and Intermediate ELLs

Teachers can help beginning and intermediate students by providing focused vocabulary instruction, concentrating on simple grammatical and organizational structures, providing sentence starters for use in academic writing, or providing instruction on one concept at a time. For example, in Spanish, days of the week are not capitalized. Remind the student of this change, and only assess writing for correct capitalization of days of the week, not all English terms that should be capitalized. Once the student has learned this change, move to a new focus.

Text Frames

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.

Reconstruction Activities

Text completion (fill in missing words, phrases or sentences) Sequencing (arrange jumbled segments of text into logical sequences) Grouping (group segments of text according to a category) Table / diagram completion (complete an unfinished table or label a diagram) Prediction activities (write the next step or stage of a text or the end of a text)

Analysis Activities

Text marking (underline parts of text that contain specific information) Text segmenting and labeling (separate the text into chunks) Table / diagram construction (draw a table or diagram explaining a concept in the text) Summarizing (summarize the text)

Evaluative comprehension

The ability to analyze text by questioning whether it is fact or opinion, determining if there is faulty reasoning, and explaining how the characters are developed.

orthography

The conventions for writing in a language. This includes spelling, punctuation, capitalization, hyphenation, emphasis, and word breaks.

Literal Comprehension

The lowest level of understanding. It involves reading the lines and understanding exactly what is on the page. Students can repeat or paraphrase what they have read.

Word Parts

The meaning of root words, prefixes and suffixes should be taught, and words should be disassembled and reassembled to derive meaning.

Semantics

The meanings of the words associated with a language.

Concept or Vocab Map

The new concept or vocabulary word is written in the center and pictures or descriptive words are written surrounding it.

Think-Write-Share

The teacher asks students a question and then gives them a few minutes to think and write their responses before calling on students to share. This helps the teacher to see if students truly understand a concept. If there are any misconceptions, the students can be given additional time to revise their original response to reflect their new understanding. Putting thoughts into words can help students gain a stronger understanding of concepts and recognize if any knowledge gaps exist.

Dramatic Irony

This is a narrative technique that occurs when the audience knows something about the character's life that he or she does not. For example, in Romeo and Juliet, Romeo ends his life because he thinks Juliet is already dead, but the audience knows she is not.

Theatre of the Absurd

This is a subsection of theatrical works written in the 1950s that focus on the absurdity of the human journey through life. The art form contains seemingly disconnected dialogue, nonsensical actions by the actors, and confusing plots. An example work in this style is Waiting for Godot by Samuel Beckett.

Transandentalism

Transcendentalists believed people and nature to be innately good, seen in this poem in the details "each shell more rare," and "Ocean kindly to my hand."

Couplet

Two consecutive lines of poetry that rhyme

Inferential comprehension

Understanding parts of the written text without it being stated explicitly such as determining cause and effect, drawing conclusions, and making predictions.

Word Sorts

With closed sorts, students put words into predetermined categories. With open sorts, students create and discuss their own categories.

foil character

a character's whose main purpose is to highlight the strengths of another character

Extended Metaphor/Simile

a comparison between two unlike things that continues throughout a piece of writing-"The Metamorphosis"

Quintet

a five lined stanza; most popular in limericks

Contemporary Literature

a general term currently used to describe literature written since the end of the Second World War in 1945. There is no widely agreed upon literary period to describe works written after 1945 because periods are set by scholars long after the era has ended. Contemporary literature is still being written. However, the following four literary movements are important to the post-1945 era. Works from these movements are widely taught in classrooms today.

Blooms Taxonomy

a hierarchy of levels of knowledge; each level has associated verbs teachers can use to start questions -Remember, Understand, Apply, Analyze, Evaluate, Create

code switching

a linguistic behavior in which individuals change how they speak according to their audience.

Postmodernism

a literary movement that developed after the end of the Second World War in 1945 which questions the values of Modernism, such as the belief that there is objective truth and that technological advancement leads to a better society, by using fragmented structures, unreliable narrators, and elements from popular culture. Gravity's Rainbow (1973) by Thomas Pynchon The English Patient (1992) by Michael Ondaatje

Foot

a metrical unit, composed of both stressed and unstressed syllables. For example, if a poem has two feet, it can be called dimeter

Frayer Model

a popular form of semantic mapping which helps students to identify and define unfamiliar concepts and vocabulary. Students define a concept/word/term, describe its essential characteristics, provide examples of the idea, and suggest non-examples of the idea (knowing what a concept isn't helps define what it is). This information is placed on a chart that is divided into four sections to provide a visual representation for students.

Allusion

a reference to someone or something outside of the text-"Don't be such a Grinch"

Aphorism

a short saying to convey a truth; often using an opposite to make the point-"Winners never quit and quitters never win"

Growth Chart

a tool for assessing a students mastery of oral language skills

Modifier

a word, phrase, or clause that adds emphasis, explanation, or detail to a sentence. A modifier can be an adjective, adjective clause, adverb, adverb clause, absolute phrase, infinitive phrase, participle phrase, or prepositional phrase.

Attribution

acknowledging the owner of a work

Bandwagon Fallacies

also known as an appeal to popularity, suggest that the majority's opinion or preference is valid.

Hyperbole

an exaggerated, over-the-top statement "I'm so hungry I could eat a horse"

Allegory

an extended metaphor with two meanings-Animal Farm

Archetypal

analyzing common and recurring literary characters and plot devices present in a text The Hero's Journey is a plot structure found throughout literary history; a story could be searched to find the traditional Hero, guide/mentor, rebirth, sidekick, etc.

Structural

analyzing patterns of organization or writing used in the text

Sonnets

are fourteen lines with a set rhyme scheme. There are three main categories of sonnets:

Literary theories

are strategies a reader can use to evaluate a text for meaning. These are often compared to a "lens" you can apply to the story to filter out a specific meaning. Multiple lenses can be used on the same text to find multiple meanings.

Passive Participation

can let their minds wander elsewhere, often missing key pieces of information being shared with them. There are many ways to encourage students to be active participants in receiving language while at the same time integrating the language skills.

Analogies

compare two things that are usually thought of as different but have something in common

Tier I

contains basic, everyday words found frequently in conversation (e.g. big, small, house, family).

Tier II

contains high-frequency words found across different content areas (e.g. explain, justify, summarize).

Tier III

contains low-frequency, content-specific words (e.g. coefficient, photosynthesis, consensus). Use of contextual clues in the text (e.g. descriptions, examples, definitions, synonyms) Student-friendly definitions and examples

Antithesis

contrasting ideas to show a comparison-"The greatest leader of our time has been struck down by the foulest deed of our time."

Descriptive grammar

conventions include grammatical rules and structures as they are spoken or written by everyday speakers. For example, it is common in Southern dialects to use "y'all" and "ain't."

Post Colonial

critiquing a work according to how it approaches colonialism, which occurred when countries and governments overtook other rulers and countries through colonization, destroying cultures and forcing assimilation

Anthropological

critiquing a work using knowledge of the culture and practices of the society during the time it was written

TELPAS Proficiency Level Descriptors (PLDs)

describe the English that ELLs can use and understand at each of the four proficiency levels. Texas school districts are required to identify students' English language proficiency levels in each domain and provide linguistically accommodated content-based instruction aligned with students' levels.

Colonial Period (1600-1830)

era of American literature in the English colonies of North America before the United States was founded and in the decades immediately after independence The Tenth Muse, lately Sprung up in America (1650) by Anne Bradstreet Poor Richard's Almanack (1732-1758) by Benjamin Franklin

American Romantic Period (1830-1870)

era of American literature influenced by Romanticism in opposition to the values of traditional literature and society "The Tell-Tale Heart" (1843) by Edgar Allan Poe "Because I could not stop for Death" by Emily Dickinson (ca. 1863)

American Realism and Naturalism Period (1870-1910)

era of American literature that was a reaction to the imagination and fantasy of Romanticism, concentrating on daily life and social problems Adventures of Huckleberry Finn (1884) by Mark Twain The Red Badge of Courage (1895) by Stephen Crane

Neoclassical Period (1660-1785)

era of British literature characterized by an interest in classical and biblical themes, as well as satire Paradise Lost (1667) by John Milton Gulliver's Travels (1726) by Jonathan Swift

British Modernist Period (1901-1945)

era of British literature influenced by Modernism in opposition to the values of the Victorian Period and traditional literature Ulysses (1922) by James Joyce To the Lighthouse (1927) by Virginia Woolf

British Romantic Period (1785-1837)

era of British literature, most famously poetry, influenced by Romanticism in opposition to the values of the Neoclassical Period Lyrical Ballads by William Wordsworth and Samuel Taylor Coleridge (1798) "Ode on a Grecian Urn" (1819) by John Keats

English Renaissance (1550-1660)

era of English literature famous for drama (plays) and a focus on human character Hamlet (ca. 1600) by William Shakespeare Dr. Faustus (ca. 1590) by Christopher Marlowe

Middle English Period (1066-1550)

era of English literature written in Middle English, often dealing with Christianity, journeys, and medieval romance (adventure); the later era of medieval literature in England The Canterbury Tales (ca. 1400) by Geoffrey Chaucer Le Morte d'Arthur (1485) by Sir Thomas Malory

Old English (500-1066)

era of English literature written in Old English featuring poetry with Christian and heroic themes; the early era of medieval literature in England Beowulf (ca. 750) Anglo-Saxon Chronicle (ca. 890)

Victorian Period (1837-1901)

era of literary production that took place in the British Empire during the reign of Queen Victoria, which featured the rise of novels that often examined the class system Great Expectations (1860) by Charles Dickens Middlemarch (1871) by George Eliot (pseudonym of Mary Ann Evans)

Marxist

evaluating power/money and how the control of them influences the characters and plot

Gender

examining how genders and traditional gender roles affect the story

Feminist

explores gender equality and uses the idea that women should be equal in society to men to critique a text

Lyrical

express feelings or thoughts of speaker Ode - person expresses strong feelings of love or respect for a thing

Reader Response

focusing on how the READER creates meaning from a text, not the author

Formalism

focusing on the structural patterns of a text and nothing more; meaning is created only through the paragraphs, stanzas, rhymes, etc.

Dialogue Tag

followed or preceded by a comma or punctuation mark, with quotation marks around the quotation

Prescriptive grammar

follows the rules set forth by tradition and formal language. Some prescriptive grammarians would say, for example, that ending a sentence with a preposition is unacceptable.

formal language

for essays, letters to the editor, written responses to literature, and emails to teachers or the principal

informal language

for text messages, emails to friends, friendly letters, or casual discussions

Quatrain

four lines that follow a set rhyme scheme

Read Alouds

have been proven to help with student fluency, vocabulary, and retention, and to increase student motivation. Teachers can read the text aloud while students listen or read the text aloud while students read along.

Deus ex machina

his Latin phrase literally translates into "God from the machine." Deus ex machina is a narrative technique in which the problem in the story all of a sudden is solved. This can be for comedic effect, to bring about a perfect ending, or to provide a solution to a seemingly unsolvable problem.

Rhyme scheme

identified by assigning the end word/rhyme a letter of the alphabet. Then each corresponding line that rhymes receives the same letter. When a line ends with a new/different rhyme, the next letter of the alphabet is used.

Paralanguage

includes intonation, pitch, and volume

Semantic Mapping

is a flexible activity to build connections between words. One word or concept is visually related to other words through the use of a graphic organizer.

Stylistic choice

is any deliberate decision an author makes to enhance the narrative with a deeper message. These choices could include any of the following: choosing between more abstract or concrete phrases; using dashes or pauses; repeating words or phrases; using figurative or literal language; writing conventional or cliché phrases; or writing in a particular dialect.

Literary criticism

is when another author, referred to as a critic, considers literary works through various lenses and writes commentary expressing his or her thoughts on the piece of writing. Critics have the goal of explaining the significance behind the works and providing additional background information about the text.

Technical language

language specific to a profession or subject (law, medicine, psychology, accounting, business)

Psychological

looking at the psyche of an author or character in the text to create meaning

Expressive Language

occurs when we make sounds or write down language with the intent to communicate. The language expressed varies depending on one's age, language abilities, purpose for communicating, and emotional state. There are many ways to encourage students in the classroom to integrate language skills and express language in an effective manner.

Receptive Language

occurs when we receive the messages of others through listening, reading, or viewing a presentation or type of visual media. Students should be encouraged to receive this information actively instead of passively.

Italian (Petrarchan) Sonnet

one octave (abba abba) and a sestet (cdc cdc)

Active Participation

pay attention with their whole bodies: watching, listening, thinking, and responding with attention

Desired User Image

plays upon the types of people that viewers want to be--atheltes, sex symbols, productive workers, caring mothers--and display in advertisements that a particular product or service will help them achieve that goal.

Writing Process

prewriting, drafting, revising, editing, and publishing

Realized User Image

recognizes who someone is and suggests that they fit the consumer role that product fills. For example, images of tired moms, overwhelmed businessman, people suffering from headaches, back pain, or weight gain are all targeted to people who feel that way Testimonials normally come from "average" people, calling upon the viewer's sense

Metonymy

replacing an object with something commonly associated with it-"Lend me your ears"

Texas English Language Proficiency Standards (ELPS)

represent the learning strategies, listening, reading, speaking, and writing skills that ELLs need to learn to become proficient in English in the context of academic instruction. The ELPS apply to all grade levels and all subject areas.

Ballad

stanzas are popular. They are abcb or abab rhyming structure. They are usually part of a longer poem.

Close Reading

strategy asks students to carefully and purposefully read and reread a text. Using this strategy, students focus on what the author says, what the author's purpose is, what the words mean, and what the structure of the text tells us.

Trochaic

stressed and unstressed "And the raven, never flitting, still is sitting, still is sitting"

Dactyl

stressed, unstressed, unstressed "Hickory, dickory, dock"

Writing in Science

students should be able to devise explanations, engage in arguments using evidence, and obtain, evaluate, and communicate information. Argumentative writing is very common in science classes, as it forces students to critically examine claims, evidence, reasoning and counterarguments, and generate explanations. Analyzing and writing about scientific arguments internalizes and improves students conceptual understanding of an idea.

Writing in Social Studies

students should be able to evaluate evidence, investigate history through multiple perspectives, and measure the impact of events. Argumentative writing requires students to evaluate claims and evidence, consider multiple perspectives as they assess the causes and effects of historical events, and draw informed conclusions. Additionally, writing in social studies helps students to develop analytical skills useful to their lives, like building evidence-based arguments to make informed civic decisions. Writing Strategies To write informative texts, students must be able to select relevant information from primary and secondary sources and combine that information with their schema, or background knowledge.

Parallelism

syntactical similarity in clauses. Often involves repeating a phrase

Loaded Words

terms with strong positive or negative connotations saying "slashed prices" in a commercial instead of "reduced prices"

American Modernist Period (1910-1945)

the era of American literature influenced by Modernism in opposition to the values of traditional literature and society The Great Gatsby (1925) by F. Scott Fitzgerald As I Lay Dying (1930) by Willam Faulkner

Copyright

the exclusive rights to an item given to the creator. This is a legal protection.

Modernism

the literary movement that called for a break from traditional values and style, concentrating on the interior lives of characters. Modernism often used stream of consciousness and other recently developed literary techniques to engage with a world being transformed by industry and modern society. Ulysses (1922) by James Joyce The Great Gatsby (1925) by F. Scott Fitzgerald

Romanticism

the literary movement that championed nature, romantic love, the individual, and the imagination. Romanticism shifted the focus of literature from society and its demands to the feelings of the individual. Lyrical Ballads (1798) by William Wordsworth and Samuel Taylor Coleridge "The Tell-Tale Heart" (1843) by Edgar Allan Poe

Structural Ambiguity

the presence of two or more possible meanings within a single sentence or sequence of words "The chicken is ready to eat." Who is eating, us or the chicken?

Lexical ambiguity

the presence of two or more possible meanings within a single word "I saw the door open." Is 'open' an adjective or a verb in this sentence?

Active Listening

the process of being engaged and responding to another person in a way to build and improve communication.

Meter

the repetition or stressing of words or phrases

Liability

the state of being legally responsible for something

New Historicism

the studying of literature in its historical context, rooted in the belief that it cannot be understood outside of the time period in which it was written

Mneumonic

the system for remembering a word

Redundancy

the use of two or more words that say the same thing "true fact"

Spenserian Sonnet

three quatrains (abab bcbc cdcd) and a couplet (ee)

Shakespearean (English) Sonnet

three quatrains (abab, cdcd, efef) and a couplet (gg)

Lambic

unstressed, stressed Used frequently in Shakespeare's plays and poems: "Shall I compare thee to a summer's day?"

Anapest

unstressed, unstressed, stressed "'Twas the night before Christmas, when all through the house"

Logical Appeals

use figures, graphs, statistics, historical analogues, or studies to persuade an audience from a fact-based perspective.

Fair Use

use of copyrighted material within certain limits

Appeals to Authority

use someone's status, position, or background as a way to persuade an audience

Emotional Appeals

use strong language to persuade an audience by evoking feelings.

Overextension

using a specific word in a general sense "bee" for all insects or "socks" for all foot coverings

Historical

using the social, cultural, and historical time period to evaluate the text For example, a story written during World War II would be analyzed based on the assumption that the events of the war influenced the characters in the story or why the story was written

Harlam Renaissance

was a literary movement based in the Harlem neighborhood of New York City in the 1920s and 1930s that centered on the African-American experience; it also includes later related authors inspired by the original Harlem writers. Their Eyes Were Watching God (1937) by Zora Neale Hurston Invisible Man (1952) by Ralph Ellison

Licenses

ways in which people can use copyrighted material

Apostrophe

when a character speaks to an inanimate object or a person not present in the scene-"Oh Christmas Tree, Oh Christmas Tree"

Reciprocal Teaching

when students become the teacher in small group reading sessions. Students learn to guide group discussions using four strategies: summarizing, question generating, clarifying, and predicting. This prevents the student tendency to speed read through a text without comprehending anything, a common problem with science texts.

False Cognates

words in different languages that appear similar, but do not actually mean the same thing Spanish "ropa" means "clothes" in English, not "rope"

Homophones

words that are pronounced the same as another word but have a different meaning and/or spelling

Homographs

words that have the same spelling as another word but have different meaning

Open Sources

works meant to be shared freely with the world