core la

Lakukan tugas rumah & ujian kamu dengan baik sekarang menggunakan Quizwiz!

fluency

(n.) spoken or written with ease, particularly as related to a language; (adj.) easy and graceful; flowing

Gist

(n.) the essential part, main point, or essence extracting and inferring info

Literary Elements/Stereotype

A character who possesses expected traits of a group rather than being an individual

writing to learn/fact/value lists

2 lists side by side; left is know facts, right side is what they think is facts

Evaluating and Responding to Text

Making assumptions and assertions about the content and merit of text that is supported and expressed

Genre

A category or type of literature (or of art, music, etc.) characterized by a particular form, style, or content. Type of text. Fiction and nonfiction

Causation

A cause and effect relationship in which one variable controls the changes in another variable. Is an expository text struction

LE/Sarcasm

A caustic and heavy use of apparent praise for actual dispraise

LE/First person

A character is telling the story

basal reader

A collection of stories that matches the instructional level of children, usually see as the reading textbook in schools.

Multimedia Portfolio

A collection of student work that may include computer presentation, pictures, audio and videotapes, artwork , pictures, etc.

Journals/Class

A common log in which to record observations bout a class pet, activity, field trip, etc.

Literary Elements/Simile

A comparison between two essentially different items expressly indicated by a term such as "like" or "as."

Literary Elements/Metaphor

A comparison in which one kinds of thing, quality, or action is applied to another without express indication of a relationship between them

shared writing

A cooperative effort between students and the teacher to compose a written piece by providing thoughts, ideas, and content

Literary elements/Personification

A figure of speech in which "the characteristics of a human being are attributed to an nimal, a thing, or an idea

LE/Irony

A figure of speech in which the literal meaning of the words is the opposite of their intended mening

Description

A form of discourse, the purpose of which is to picture a scene or setting. Though often used apart for its own sake, it more frequently is subordinated to one of the other types of writing; especially to narration, with which it most frequently goes hand in hand.

story map

A graphic organizer that maps out the events of a story.

reading log

A journal where a person can record his/her reading activity. including reflection

Integrated/Interdisciplinary Curriculum

A knowledge view and curriculum approach that consciously applies methodology and laguage from ore than one discipline to examine central theme, issue, problem, topic, or experience

Epic

A long narrative poem, written in heightened language, which recounts the deeds of a heroic character who embodies the values of a particular society homer's Iliad

Exposition

A narrative device, often used at the beginning of a work that provides necessary background information about the characters and their circumstances.nature of an object, idea or theme.

LE/Symbol

A person, object, situation, or action which operates on two levels, the literal and the symbolic

Journals/Poetry

A place to copy favoriate poems, write original poems, or keep track of images to us then writing poetry

Journals/Writer's Notebook

A place to record favoriate phrases and words discovered in reading and or everyday life. Useful as a reference notebook when writing original pieces in writing workshop

Journals/Learning log

A place to record what and how the student has understood about a concept or unit of study. May also include description of the learning process. May be used in any subect

topic sentence

A sentence that expresses the main idea of the paragraph in which it occurs.

Literary Elements/Suspense

A state of tension, a sense of uncertainty, an emotional pull which keeps the reader reading

Bloom's Taxonomy

A system for classifying knowledge learning outcomes in terms of the complexity of mental activity required. Benjamin Bloom. direct student thinking to appropriate levels

Profundity scale

A theoretical construct to guide students' thinking. The scale was devised to aid readers in determining and evaluating the profundity of authors' themes. The scale consists of five levels or planes: physical, mental, moral, psychological, and d philosophical.

thematic units

A unit of study that has lessons focused on a specific theme, sometimes covering all core subject areas. It is often used as an alternative approach to teaching history or social studies chronologically.

Literary Elements/Motif

A usually recurring salient thematic thread (as in the arts) that connects elements in episodic plots

Context Clues

A vocabulary strategy in which the reader looks at the words around an unfamiliar word to find clues to its meaning. word order and the combination of the words

Literary Elements/Cliffhanger

Abrupt ending at an exciting and often dangerous time in the plot

story mapping

Making graphic representations of stories that show clearly the specific relationships of story elements.

reading strategies

Activating prior knowledge; predicting or asking questions; visualizing; drawing influences; determining important ideas; synthesizing information; repairing understanding; confirming; using parts of a book; reflecting

prereading strategies

Activities that take place just before reading, like reviewing a book cover or looking at the pictures, predicting, and formulating questions; these strategies provide students with valuable information about the text and prepare them for reading.

APA

American Psychological Association's standards for documentation and format of written texts

Literary Elements/Imagery

An appeal to the senses touch, taste, sight, sound, smell. It paints a picture in the mind

Literary Elements/Flashback

An event that took place in the past, before the current time of the story

Archetypal Human Experience

An experience that fits "the original pattern or model of which all things of the same type are representations or copies." A human experience shared by all regardless of gender, culture, ethnicity, class, etc., e.g., quest for happiness, birth, and death.

inquiry teaching

An investigative process of learning in which students are asked to pose questions, analyze data, and develop conclusions or generalizations.

Author's Purpose, Craft, Perspective

An understanding of author's intention, style and presentation, and impact on audience

Evaluation of Writing and response to writing

Assumptions and assertions bout the content nd merit of written text (by self and peers) that is supported and expressed

Perspectives

Author's, character's, reader's points of view

Teching and learning/substantive conversation standards

engaged in extended conversational exchanges

Literary Elements/Episodic

Book is made up of a series of chapters or stories, each of which has its own plot, builds to an end, and has its own climx

predictable books

Books that use repetitive lines and familiar patterns that make it possible for listeners or readers to know or guess what is coming next such as "Brown bear brown bear"

textless books

Books with sequences of pictures but no print that children "read" by explaining what is happening; helps children practice vocabulary and exercise growing appreciation for narrative

Literary Elements/Integral Setting

Essential to the plot; influences action, character or theme

Literary Elements/Dynamic character

One who experiences a basic change in character through the events of the story. This change is internal and my be sudden, but the events of the past should make it seem inevitable

Literary Elements/Character

Character can be revealed through the character's actions, speech, and appearance. It also can be revealed by the comments of other characters and of the author.

Literary Elements/Character foil

Character whose traits are in direct contrast to those of the principal character

trade books

Children's literature sources that teachers sometimes use in instructional settings instead of textbooks. commercial books

BT/Evaluation

Comparison and discrimination between and mong; assessing value of theories, presentations, making choices based on reasoned argument; verifying value of evidence; recognizing subjectivity. Assess, decide, rnk, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize

Characteristics of Texts

Components of texts that make them similar to other texts in a particular genre, for example, title page, table of contents, glossary, boldface headings, and index for informational texts

Literary Elements/Round character

One who is fully-developed, with many traits-bad and good-shown in the story

dialogic reading

During story reading, the teacher/parent asks questions, adds information, and prompts student to increase sophistication of responses by expanding on his/her utterances.

writing to learn activities/clustering

right-brained outlining; free associate to a word in a circle on page

I Search

selection of research topic of personal interest; information obtained through interviews

Modeling

Demonstrating application of a skill to develop a sense of language and comprehension skills. Children need to compare their reading and writing with model they have heard of seen. The teacher might serve as n example in oral and silent reading, writing, or any other activity. For example, in modeled writing, the teacher writes in front of the students as she talks loud bout the process.

cognitive process

Emphasizes ways to enhance student's intrinsic nature and make sense of the world around them. Ex. Critical thinking, creative thinking, questioning, inductive and deductive reasoning, problem solving, planning, memory, recall.

Literary Elements/Chronological

Events are told in the order they happen

Common Heritage

Events, objects, and practices of significance to all people in a particular culture as a result of their common history.

LE/Hyperbole

Exaggeration

Propaganda

False or misleading information that is spread to further a cause

Culminating Performance

Final product/outcome, usually referring to an end-of-semester, end-of-course, or end-of-high-school assessment task.

thesis

Focus statement of an essay; premise statement upon which the point of view or discussion in the essay is based. major argument to be proved

Graphic Organizer

a tool that helps to organize ideas and can be used to visually illustrate ideas web, story map, digram

sustained silent reding (ssr)

a type of silent reading

Conventions

In writing, this is the trait to measure standard writing and the editing processes of spelling, punctuation, grammar, capitalization, and paraphrasing.

Literary Elements/Rising Action Complications

Incidents which either help or hinder the protgonist in finding a solution

Literal/Explicit

MEAP multiple choce questions which focus on ideas directly stated in the text, but not necessarily word for word.Information to respond to these questions will not usually be found in one sentence, but in two to four sentences of contiguous text

Inferential/Implicit Questions

MEAP multiple choice questions which are bsed on the theme, key concepts, and major ideas of the reading passage. These uestions often require students to interpret information from across parts of a text and to connect knowledge from the text with their own general background knowledge

Critical Analysis/Evaluative Questions

MEP multiple choice questions which are inferential in nature and focus on important ideas in the selection. Students are required to stand part from the text and analyze and evaluate the quality, effectiveness, relevance, and consistency of the message, rhetorical features, motivation of the author/character, and the author's purpose and credibility

Literary Elements/Implicit theme

Is not directly stated, but is one which the reader can infer

Literary Elements/Backdrop Setting

Is relatively unimportant to the plot

Literary Elements/Explicit theme

Is stated openly and in universal terms

Literary Elements/Primary theme

Is the most important theme in the story

structure analysis

It consists of the identification of morphemes, the smallest units of meaning in a word.

graphophomemic knowledge

It refers to knowledge about specific relationships between graphemes and phonemes; that is, between letters and sounds

reading comprehension

It refers to the reconstruction of the meaning of a written text.

imaginative process

It refers to the use of creative drawing, painting, collage, photography, and other art forms to help explore the possibility of understanding the world through its images and symbols.

LE/Figurative Language

Language enriched by word images and figures of speech

Dolch Word List

List of basic sight words most frequently used in the English language.

MLA

Modern Language Association; Guidelines for documenting and citing sources during a research project.

Etymology

ORIGIN AND HISTORY OF A WORD

On-demand assessment

On the spot evaluations such as draft writing or extemporaneous oral presentations

Literary elements/Flat character

One ho is not fully developed; we know only one side of the character

Literary Elements/Static character

One who does not experience a basic character change during the course of the story

Morphology

The study of how words are structured and how they are put together from smaller parts (morphemes). A morpheme is the smallest linguistic unit that has a meaning or grammatical function. (stem, prefix, suffix)

LE/Omnicient

Reader is told everything about the story, including the thoughts and feelings of all the characters, and even information in the author's mind which no character knows.

LE/Dramatic or objective

Reader is told only wht happens and what is said; reader does not know ny thoughts or feelings of the characters

LE/Limited omniscient

Reader is told the thoughts and feelings of only one character

text elements

Parts of a text that provide information, in addition to words, to guide a reader in understanding a text (for example, headings, captions, print styles) Settings, characters, problems, solutions, themes.

Critical Standards

Personal, shared, and academic criteria for judging the quality of oral, written, and visual texts. It is the label for Content Standard 12.

Background/Prior Knowledge

Reader's prior knoledge bout a topic. Readers create meaning when prior knowledge is integrated with new knowledge. When students can draw upon their experiences and background knowledge, their understanding is enhanced, and reading comprehension is greatly improved.three forms: text-to-self connections, text-to-text connections, and text-to-world connections

Literary Elements/Open ending

Readers must draw their own conclusions; they do not know what ill happen

Literary Elements/Interpersonal Conflict

Pits the protagonist against someone else

Literary Elements/Foreshadowing

Planting of hints about what will happen later in the story

Literary Elements/Rising and falling action

Plot has definite conflict, tension and suspense which rises to a climx; climax is followed by the denouement in which the outcome is resolved

Literal Elements/Rising Action

Plot has definite conflict, tension, and suspence which rises to a climax, plot ends at that point without fully resolving the outcome

Literary Elements/Gradual development

Plot has incidents and conflict, but tension and suspense are minimal, and plot does not rise to a definite climax

Literary Elements/Person Against Society

Protagonist is in conflict with the values of his or her society

Literary Elements/Person Against Nature

Protagonist is threatened by an element of nature

Literary Elements/Person Against Fate

Protagonist must contend against a fact or life or death over which people have little control

Journals/Dialogue

Provides a place for written conversation between students or between student and teacher. Entries are usually brief, personal and informal; may center on a specific subject or concept, or may be purely conversational

prosody

REFERS TO PITCH, LOUDNESS, TEMPO, AND RHTHYM OF LANGUAGE. melody of language

pragmatics

RULES FOR EFFECTIVE COMMUNICATION IN DIFFERENT CONTEXTS.

Gradual Release of Responsibility

Related to scaffolding where the teacher supports the students learning. CCSS stresses the importance of allowing the students to give it a try on their own. Also known as I do we do you do

alliteration

Repetition of consonant sounds

LE/Consonance

Repetition of consonants sounds anywhere in the words: "The sight of the apple and the maple trees pleased the people."

LE/Alliteration

Repetition of initial consonants: "the soft surge of the sea."

LE/Assonance

Repetition of vowel sounds in a phrase: The owl swept out of the woods and circled the house."

BT/Analysis

Seeing patterns; organization of parts; recognition of hidden meanings; identification of components. Anlyze, separate, order, explain, connect, classify, arrnge, divide, compare, select, infer

Journals/Personal

Similar to a diary; may contain personal thoughts, also stories or partial stories

Jargon

Special words or expressions that are used by a particular profession or group and are difficult for others to understand

Literary Elements/Conflict

Struggle between the protagonist and an opposing force

Readers' Theater

Teaching strategy used to motivate students to engage in repeated reading to develop fluency. The story is delivered through the expressive voice while reading props costumes or actions are discouraged because they detract from the learning objective of reading fluently with expression

Journals/Reflection

Students reflect on what they've learned and what they're still wondering about

Literary Elements/Plot

The sequence of events which involves the characters in conflict

Guided Reading

TEACHER EXPLAINS THE PURPOSE FOR READING A PARTICULAR TEXT AS WELL AS STRUCTURE FOR HOW TO RESPOND TO WHAT IS READ. STUDENTS ARE ALSO ENCOURAGED TO ENGAGE IN INDEPENDENT READING. , A teacher provides support for small, flexible groups of beginning readers. As students read a text or book that is unfamiliar to them, the teacher works with them to teach them how to use a variety of reading strategies. Which of the following reading approaches is described?

Expository Text

TEXT THAT PROVIDES FACTUAL INFO AND EXPLANATION. examples: compare/contrast, cause/effect, enumeration, classification, chronology, problem solving

socratic seminar

Teacher-led discussion strategy in which the teacher engages students in dialogues by responding to questions with questions, instead of just providing answers. Although it engages higher-order thinking, it can be a time consuming technique.

TPRI

Texas Primary Reading Inventory; allows a teacher to quickly gather information about the development of the student's reading concepts;engages the student with inviting tasks and entertaining stories, while giving the teacher an opportunity to gather more data to help match reading instruction with specific student needs

Contemporary Texts/Literature

Texts that are clearly not classical but are more significant in literary history than those termed currently popular

Classical Texts/Literature

Texts that have remained important since considerably earlier time because of their literary merit

Phonemic awareness

The ability to hear, identify,and manipulate the individual sounds, phonemes, in oral language. (auditory discrimention)

alphabetic recognition

The ability to recognize the printed letters of the alphabet based on each letter's unique shape.

blending

The ability to take separate sounds and blend them into a single word or syllable.

auditory discrimination

The ability to tell the difference between one sound and another sound. Is very important in the development of phonemic awareness.

vocab/word study

The act of deliberately investigating words (e.g., vocabulary-building exercises, word-identification practice, and spelling). idioms, prefixes, antonyms, synonyms

semantics

The analysis of the meaning of language, especially of individual words.

Language Pattern

The arrangement of identifiable repeated/corresponding elements in a text. Includes patterns of repetition or similarity. pitch indicates meaning in Chinese

LE/Third person

The author is telling about the characters

LE/Second person

The author speaks directly to the reader

LE/Tone

The author's attitude toward what he or she writes; the attitude that the reader gets from the author's words

Literary Elements/Protagonist

The central character (person, animal, or personified object) in the plot's conflict.

Idea and Theme Connections

The comparison, contrasting, and connection of content, characters, ideas, and themes across text

Invented Spelling

The spelling that novices create before learning conventional writing systems. It is sometimes referred to as temporary, developmental or transitional spelling. is decodable

Literary Elements/Time Lapse

The story skips a period of time that seems unusual compared to the rest of the plot

phonology

The study of how sounds are organized and used in a language. Phonology systems may differ from language to language. phonetics, morphology, syntax, prgmtics

writing to learn/collaborative writing

work with peers to draft writing together

Literary Elements/Antagonist

The force in conflict with the protagonist. It may be society, nature, or fate, as well as another person. It can also be the protagonist's own self, if he or she has an internal conflict

balanced approach to reading

The instructional usage of different strategies to teach reading, such as phonemic awareness, basal readers, and language experience.

cognition

The mental activities associated with thinking, knowing, remembering, and communicating.

LE/Point of View

The outlook from which the events in a story are relayed; refers to who is telling us the story

Literary Elements/Falling Action

The part after the climax. It gives any necessary explanation and ends with resolution

Literary Elements/Climax

The peak or turning point of the action

Literary Elements/Setting

The place and the time period in which the story takes place

Literary Elements/Internal conflict

The protagonist struggles within himself or herself

Narrative Text

The purpose of narrative text is to entertain, to tell a story, or to provide an aesthetic literary experience. Narrative text is based on life experiences and is person-oriented using dialogue and familiar language.

LE/Rhythm

The recurring flow of strong and wek beats in a phrase: "Chicka, chicka, boom, boom! Will there be enough room?"

LE/Meter

The regular rhythmic pattern of stressed and unstressed syllables found in a line of poetry. The less regular rhythm sometimes found in prose is often called cadence.

LE/Rhyme

The repetition of a stressed sound, usually the final syllable: "His aim was to blame the dame"

syntax

The rules for combining words into grammatically sensible sentences in a given language.

Literary Elements/Theme

The underlying meaning of the story, a universal truth, a significant statement the story is making about society, human nature, or the human condition

LE/Satire

The use of ridicule or scorn, often in a humorous or witty way, to expose vices and follies

LE/Onomatopoeia

The use of words that sound like their meaning: a skirt "swishes" a bat "cracks" a hasty eater "gulps" his food

Age-appropriate

Things suitable for the age and individual needs of a child Material on Vygotsky's Zone of Proximal Development

Literary Elements/Parallel plot

Two plots which have similar incidents are described simultaneously or one after the other; plots may (usually do) intersect at some point.

comprehension

Understanding and knowledge something, whether it is a concept, content information, behavior, etc. It is often used in relation to reading (reading comprehension) to indicate that a reader remembers and understands what was read. But, it is not limited exclusively to reading.

BT/Comprehension

Understanding information; grasping meaning; translating knowedge into new context, interpreting facts, compare/contrast, ordering, grouping, inferring causes, predicting consequences. Summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend

BT/Application

Use of information; using methods, concepts, theories in new situations; solving problems using required skills or knowledge. Question Cues: apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover

BT /Synthesis

Use of old ideas to create new ones; generalization from given facts; relating knowledge from several areas predicting, drawing conclusions. Combine, integrate, modify, rearrnge, substitute, plan, create, design, invent, whet if?, compose, formulate, prepare, generalize, rewrite

Literary Elements/Closed Ending

Various parts of the plot are tied together the reader feels a sense of completion

sight words

WORDS RECOGNIZED INSTANTLY, WITHOUT ANALYSIS OF THE WORD'S COMPNENTS.

Loaded Words

Words that are emotionally charged--either positively or negatively. Words that have strong emotions behind them strong words (+ or -) specifically used to sway reader

writing-to-learn activities/class minutes

a student is elected as the minute-taker to produce "minutes" that are posted

Journals

a daily, or periodic, account of events and the writer's thoughts and feelings about those events serve as a source of ideas for writing projects in writers' workshop

Reading-like behavior

a developmental like behavior seen in children who are not yet reading; imitating turning pages, etc.

Enumeration

a list of words, phrases or clauses, sometimes numbered or bulleted expository text structure

shared reading

a modeling strategy in which the teacher reads a story and the children join in.

Literary Elements/Pun

a play on words that are identical or similar in sound but have sharply diverse meanings or the use of a single word or phrase with two incongruous meanings, both relevant

Narration

a recital of events, especially in chronological order, as the story narrated in a poem or the exposition in a drama.

evaluative comprehension

ablility to use critical thinking skills, logical analysis, and aesthetic considerations to evaluate a text.

Directed Reading/Thinking Activity (DRTA)

activity used to guide students to activate prior knowledge, make informative guesses as to what the text might contain, and determine purpose for reading (Michign Reading association Reading Bookmarks

rubric

also known as a scoring guide. It is used as a set of guidelines for evaluating a student's work.

Literary Elements/Exposition

an explanation of the situation and the condition of the characters.

LE/Allusion

an indirect reference to something outside the current literary work; to something in literature, history, modern culture, or another area

Print concepts

basic features of written language such as identifying the front and back of a book, directionality, and spoken and written language matching.

writing to learn/KWL write

before beginning new write, students write what they alredy know, what they want to know and at the end of lesson wht they learned

inferential comprehension

being able to draw conclusion by reading "between the lines"

emergent literacy

children's active efforts to construct literacy knowledge through informal experiences

Teaching & Learning/Connections to the world beyond the classroom standards stndards

connect to public problems or personal experiences

word walls

consists of words posted on classroom walls as a means of immersing students in language, students add new words as they come in contact with them.

Cueing Systems

cues used by the reader to draw on or gain meaning from text. They include: structural analysis- word identification skill that focuses on word parts- prefixes, root words, suffixes, inflectional endings (e.g., -s, -es, -ed, -ing, -er, and -est), and derivational endings (e.g., -y, -ly, -ial, -ic). semantic- using background knowledege/ experience with word meanings. Syntactic- using word order and knowlege of language patterns. Graphophonic- using knowldege of letters and sounds.

Journals/Dual Entry

every page is divided in half down the center. On the left, the student writes his/her reactions and perceptions about a particular topic of study, life expernece, literary piece. Later, on the right side, the student reflects on his/her rections and perceptions (useful as a reference notebook when writing original pieces in writing workshop)

writing to learn/Dialectics

divide a page in half; left side used for notetaking during reding/lecture; right side is used for reactions and questions

segmentation

divisions of words into sounds

writing to learn/Dialogues

dramatic dialogues between oppossing characters, historical figures, points of view

Mini-lesson

explicit instruction about literacy procedures, concepts, strategies, and skills that are taught to individual students, small groups, or the whole class, depending on students' needs.

Writing to learn/Upgrades

formal writing assignments derived from startups

spelling demons

frequently misspelled words

prediction

guessing what will happen next in a story based on the clues given to use by the author

LEA language experience approach

guide children to dictate words/sentences while I write them on the board; I read words while pointing to them; ask students to copy sentences; next day, review sentences written and use them for additional lang dev

manipulatives (chips dice play money)

helps to move kids from concrete to abstract

text structure

how a text is organized such as chronological (time) order, cause and effect, or problem/solution

personal connections

ideas connected to personal experiences, text and the world

Literary Elements/Style

is the laguage used in a text, the wy the words are put together to create the story and to make the story aesthetically pleasing

writing process and strategies

knowledge and application of the writer's process (prewriting, drafting, revising, editing, publishing) and strategies to support meaningful writing

prior knowledge

knowledge you have before you read a text, which is used to make inferences about the text; enhances comprehension

critical listening

listening with the goal of evaluating or analyzing what one hears

writing to learn/end of class reflections

lst 5 minutes aside to write what learned this day

portfolio

meaningful collection of student work; one of the best ways for students to engage in assessing their progress over time

non-print text

means visual media other than printed material (movies, photos, symbols)

Bloom's Taxonomy/Knowledge

observation and recall info; dates, events places ; list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where etc.

writing to learn/Observation Reports

observing data and writing report

whole language

one of the models for reading and language arts instruction; associated with holistic teaching, a child-centered classroom, and cooperative learning groups; children encouraged to decode words from their context

voice

part of the author's style A writer's unique use of language that allows a reader to perceive a human personality in his or her writing.

Hyper studio

presentation software that uses a card stack format

teaching and learning/deep knowledge standards

produce relatively complex understanding

Journals/End of the day

quiet way to end the day. Students can be asked to write about the best part of the day, the most fun, something important that happened, etc.

Choral Reading

reading aloud in unison with a whole class or group of students. Choral reading helps build students' fluency, self-confidence, and motivation. Teacher models fluency and expression; also develops sight word vocabulary

text

refers to any communication product: oral , written, visual

literal comprehension

refers to the understanding of information that is explicitly stated in a written passage. (main idea, sequence of events, knowlege of vocabulary)

reflection

serious and careful consideration of ones work or concentrated thought regarding ones work

drop everything and read (DEAR)

silent reading by all including teacher

reading recovery skills

skills enumerated in the reading recovery intervention program for 1st graders

writing to learn/DRTA/predicting writes

stop in middle of red and ask students to write "what do you think will happen next?'

Decoding

strategies used to assist in the pronuncition of unknown words

self-monitoring

strategy that readers use to self-check meaning and visual information as they read passage. Does this make sense?

writing to learn/interactive writing

students and teachers share the role of scribe (unless student knows how to write the whole word)

Writing to learn/Startup Write

students regular write the first 5 minutes of day on a given topic

writing to learn/Metacognitive analysis

students write about their thinking process

writing to learn/completions

students write quick completions to teacher starters

Teaching and learning/higher order thinking standards

synthezing, generalizing, explaining and arriving at conclusions

Popular Text

text that is currently well liked

writing to learn/instructions/directions

the "how to" form of writing

social context

the combination of people, activities, interactions, setting, and expectations that influence behavior conditions of human society

writing to learn/first thoughts

when starting a new read, students write for 2-3 minutes on what they think they know about the topic

Zone of Proximal Development ZPD

the range between the level at which a child can solve a problem working alone with difficulty, and the level at which a child can solve a problem with the assistance of adults or children with more skill

Phonics

the sounds that letters make and the letters that are used to represent sounds

grapheme

the written representation of a phoneme. Can be a single letter or more than one letter. ex: mat or M,A,T

universal themes

themes found throughout literature of all time periods; in classic and contemporary lit

Metacognition

thinking about thinking reflecting on process of learning; application of strategies

Purposes for writing

to inform/explain (expository); to influence (persuasive); to entertain or express (creative)

skim

to visually view a given passage to gather main idea of text

top down/bottom up model

top - predicts meaning of word and then figures out mening/ bottom - identifies word first then meaning

rhyming

two line of the same length that rhyme and complete one thought (ex: "fair is foul, and foul is fair;/ Hover through the fog and filthy air")

Journals/Taped Oral Journal

uses a device to record thoughts and perceptions, rather than writing them. (can be helpful to those who have hard time writing. help them gain confidence)

retelling

valuable assessment for teachers The process of summarizing or describing a story that the student has read. Its purpose is to assess the student's comprehension of what has been read.

scan

visually search for specific term or definition

Mnemonic Device

ways of remembering info by using creative memory techniques Memory aids (PEMDAS, etc..)

Argumentation

writing that attempts to prove the validity of a point of view or an idea by presenting reasoned arguments; persuasive writing is a form of argumentation

writing to learn/List storming

written version of brain storming


Set pelajaran terkait

A&P II Ch. 23 Respiratory Lab QUIZ

View Set

Listen and choose the correct picture

View Set

Lecture 5; Chapter 2; Foundations of Individual Behavior

View Set

which of the following best represents a contemporary faction ?

View Set

Small business finance chpt 12 &13

View Set