TeXes English 7-12 Final Study Set

Gerund

"-ing" participles used as nouns such as skiing, sailing, swimming or skating

You and I/Me

"Between You and I" is wrong, "You and I were meant to fly" is correct

When using Applied or Critical Comprehension readers are required to do which five things?

(1) be critical, (2) form opinions, (3) identify author's points of view and attitudes, (4) identify and consider the authority of texts and their messages, and (5) infer motives of characters and themes.

Lay vs. Lie - Examples (1) Please _____ the bill on the table. (2) You look sick. _____ down! (3) I need to _____ in a bed. (4) The dinner was _____ on the table.

(1) lay (2) Lie (3) lie (4) laid

The Middle English Period

(1066-1450 CE) In 1066, Norman French armies invade and conquer England under William I. This marks the end of the Anglo-Saxon hierarchy and the emergency of the 12 Century Renaissance (1100 - 1200 CE). French chivalric romances such as works by Chretien de Troyes and French fables spread.

Late (or High) Medieval Period

(1200-1485 CE). This often tumultuous period is marked by the Middle English writings of Geoffrey Chaucer, the Gawain or Pearl Poet, the Wakefield Master, and William Langland. Other writers include Boccaccio, Petrarch, Dante, and Christine de Pisan.

Early Tudor Period

(1485-1558) The War of the Roses ends in England with Henry Tudor (Henry VII) claiming the throne. Martin Luther's split with Rome marks the emergence of Protestantism, followed by Henry VIII's Anglican schism, which creates the first Protestant church in England. Edmund Spencer is a poet.

The Renaissance & Reformation

(1485-1660 CE) The Renaissance takes place in the late 15th, 16th, and early 17th century in Britain, but somewhat earlier in Italy and southern Europe, and somewhat later in northern Europe. This period consists of: Early Tudor Period, Elizabethan Period, Jacobean Period, Caroline Age, and Commonwealth Period.

Elizabethan Period

(1558 - 1603) Queen Elizabeth saves England from both Spanish invasion and internal squabbles at home. The early works of Shakespeare, Marlowe, Kydd, and Sidney mark Elisabeth's reign.

Jacobean Period

(1603-1625) Shakespeare's later work, Aemilia Lanyer, Ben Johnson, and John Donne.

Caroline Age

(1625-1649) John Milton, George Herbert, Robert Herrick, the Sons of Ben and others write during the reign of Charles I and his Cavaliers.

Commonwealth Period

(1649-1660) Under Cromwell's Puritan dictatorship, John Milton continues to write, but we also find writers like Andrew Marvell and Sir Thomas Browne.

Restoration Period

(1660-1700) This period marks the British king's restoration to the throne after a long period of Puritan domination in England. Its symptoms include the dominance of French and Classical influences on poetry and drama. Sample writers include John Dryden, John Lock, Sir William Temple, Samuel Pepys, and Aphra Behn in England. Abroad, representative authors include Jean Racine and Molinere.

The Enlightenment (NEOCLASSICAL) Period

(1660-1790) Neoclassical refers to the increased influence of Classical literature upon these centuries. The Neoclassical Period is also called the ENLIGHTENMENT due to the increased reverence for logic and disdain for superstition. The period is marked by the rise of Deism, intellectual backlash against earlier Puritanism, and America's revolution against England. The period included: The Restoration Period, The Augustan Age and The Age of Johnson.

Augustan Age

(1700-1750): This period is marked by the imitation of Virgil and Horace's literature in English letters. The principal English writers include Addison, Steele, Swift and Alexander Pope. Abroad Voltaire is the dominant French writer.

The Age of Johnson

(1750-1790) This period marks the transition toward the upcoming Romanticism though the period is still largely Neoclassical. Major writers include Dr. Samuel Johnson, Boswell, and Edward Gibbon who represent the Neoclassical tendencies, while writers like Robert Burns, Thomas Gray, Cowper, and Crabbe show movement away from the Neoclassical ideal. In America, this period is called the Colonial Period and includes writers like Ben Franklin, Thomas Jefferson, and Thomas Paine.

Romantic Period

(1790-1830) Romantic poets write about nature, imagination, and individuality in England. Some Romantics include: Coleridge, Blake, Keats, and Shelley in Britain and Johann von Goethe in Germany. Jane Austen also writes at this time, though she is not typically categorized with male Romantic poets. In America, this period is mirrored in the Transcendental Period from about 1830-1850. Transcendentalists include Emerson and Thoreau. Gothic (1790-1890) overlap with the Romantic and Victorian periods. Writers of Gothic novels (the precursor to horror novels) include Radcliffe, Monk Lewis and Victorians like Bram Stoker in Britain. In America, Gothic writers include Poe & Hawthorne.

Victorian Period & the 19th Century

(1832-1901) Writing during the period of Queen Victoria's reign includes sentimental novels. British writers include Elizabeth Browning. Alfred Lord Tennyson, Matthew Arnold, Robert Browning, Charles Dickens, and the Bronte sisters. Pre-Raphaelites, like the Rossettis and WIlliam Morris, idealize and long for the morality of the medieval world. The end of the Victorian Period is marked by intellectual movements of Aestheticism and the Decadence in the writings of Walter Pater and Oscar Wilde. In America, Naturalist writers like Stephen Crane flourish as do early free verse poets like Walt Whitman and common measure poets like Emily Dickinson.

Modern Period

(1914-1945) In Britain, modernist writers include W.B. Yeats, Seamus Heaney, Dylan Thomas, W.H. Auden, Virginia Woolfe, and Wilfred Owen. In America, the modernist period includes Robert Frost and Flannery O'Connor as well as the famous writers of The Lost Generation (The Jazz Age 1914-1929) such as Hemingway, Stein Fitzgerald and Faulkner. The Harlem Renaissance marks the rise of black writers such as Baldwin and Ellison. Realism is the dominant fashion, but the disillusionment with the World Wars lead to new experimentation.

Postmodern Period

(1945-) T.S. Elliot, Morrison, Shaw, Beckett, Stoppard, Fowles, Calvino, Ginsberg, Pynchon and other modern writers, poets, and playwrights experiment with metafiction and fragmented poetry. Multiculturalism leads to increasing canonization of non-Caucasian writers such as Langston Hughes, Sandra Cisneros, and Zora Neal Hurston. Magic Realists such as Gabriel Garcia Marquez, Luis Borges, Alejo Carpentier, Gunter Grass, and Salman Rushdie flourish with surrealistic writings embroidered in the conventions of realism.

Classical Roman Period

(200 BCE - 455 CE) Playwrights of this time include Plautus and Terence. Rome slides into dictatorship under Julius Caesar and finally into a monarchical empire under Caesar Augustus in 27 CE. This later period is known as the Roman Empirical period. Roman writers include: Ovid, Horace, and Virgil. Roman philosophers include: Marcus Aurelius and Lucretius. Roman rhetoricians include: Cicero and Quintilian.

The Old English Period

(428-1066) The Dark Ages occur when Rome falls and barbarian tribes move into Europe. Franks, Ostrogoths, Lombards and Goths settle in the ruins of Europe and the Angles, Saxons, and Jutes migrate to Britain, displacing native Celts into Scotland, Ireland, and Wales. Early Old English poems such as Beowolf, The Wanderer, and the Seafarer originate.

The Medieval Period

(455 CE - 1485 CE) The old English (Anglo-Saxon) period & the Middle English Period

Patristic Period

(70 CE - 455 CE) Early Christian writings such as St. Augustine, Tertullian, St. Cyprian, St. Ambrose, and St. Jerome. This is the period in which St. Jerome first compiles the Bible, when Christianity spreads across Europe, and the Roman Empire falls.

Classical Greek Period

(800-200 BCE) Greek writers, playwrights, and philosophers such as Gorgias, Aesop, Plato, Socrates, Aristotle, Euripedes, and Sophocles. The 5th century (499-400 BCE) in particular is renown as the Golden Age of Greece. This is the sophisticated period of the polis, or individual city-state and early democracy.

The Carolingian Renaissance

(800-850 CE) in Central Europe, texts include early medieval grammars, encyclopedias. In Northern Europe, this time period marks the beginning of the Viking sagas.

Word Analysis

(Also called phonics or decoding) is the process readers use to figure out unfamiliar words based on written patterns.

Vowel Sound Essentials

- Short vowels: a, e, i, o and u. - Long vowels: a, e, i, o and u. - Diagraphs (two letters that produce one sound): ai, ee, ie, oa, ay, au, and aw. - Dipthongs (two letters with two sounds): au, oo-long /short, ew, ow-long/short, oi -R vowels: ar, er, ir, or, ur

Literature Circles

-Provide a way for students to engage in critical thinking and reflection as they read, discuss and respond to books -Collaboration is at the heart of this approach -Students reshape and add onto their understanding as they construct meaning with other readers -Guide students to deeper understanding of what they read through structured discussion & extended written and artistic response -Focus on learning is on inquiry and exploration, not on literary elements or agreeing on one interpretation

Discourse

1)Argument/Persuasion 2)Narrative 3)Exposition- explaining information 4)Description

Characteristics of Emerging Readers

1. Can attend to left-to-right directionality features of print. 2.Can identify some initial sounds and ending sounds in words. 3.Can recognize some high frequency words, names, and simple words in context. 4.Can use pictures to predict meaning.

3 Domains

1. Integrated language arts, diverse learners, and the study of English 2. Literature, reading processes, and skills for reading literary and nonliterary texts 3. Written communication 4. Oral communication and media literacy

Phonological Awareness Skills

1. Rhyming and syllabification. - 2. Blending sounds into words - such as pic-tur-bo-k - 3. Identifying the beginning or starting sounds of words and the ending or closing sounds of words. - 4. Breaking words down into sounds- also called "segmenting" words. - 5. Recognizing other smaller words in a big word by removing starting sounds, e.g., hear to ear.

English Language consists of:

1. Rules of grammar 2.Capitalization 3.Punctuation

Formal Assessment (Testing)

1. Running Records: Records of individual students behaviors or actions over time. 2.Curriculum Based Tests: Assessments based on students performance in the TEKS assessment that are used to gather information about their skills and to make instructional decisions. 3.Diagnostic Test: Assessments used to identify weaknesses in learning, to assess current levels of knowledge, or to identify learning problems.

Basic Features of the Alphabetic Principle

1. Students need to be able to take spoken words apart and blend different sounds together to make a new word. 2.Students need to apply letter sounds to all of their reading. 3.Teachers need to use a systematic, effective program in order to teach children to read. 4.The teaching of the Alphabetic Principle usually begins in kindergarten.

Competencies for domain one

1. The teacher understands and applies knowledge of relationships among the language arts and other aspects of students' lives and learning 2. The teacher is aware of the diversity of the student population and provides instruction that is appropriate to all students 3. The teacher understands the structure and development of the English language and provides students with opportunities to develop related knowledge and skills in meaningful contexts

Two parts of Alphabetic Principle

1. Words are made up of letters and each letter has a specific sound. 2.The correspondence between sounds and letters leads to phonological reading.

Understanding Author's Purpose

1.Start with Why? Discuss the structure of the text. Does the structure make the reader feel a certain way? How does it affect content? Ask students why the author wrote the text in the way he/she did. 2.Students can practice identifying author's purpose and point of view by discussing TV shows, movies, advertisements, campaigns, and speeches.

Meta linguistic Abilities

1.Word consciousness (Begins in the early years) 2.Language and Conventions of Print: Children learn to read, hold a book, the left to right motion and how to continue from one line to the other. 3.Functions of Print

Competencies for domain 4

10. The teacher understands principles of oral communication and promotes students' development of listening and speaking skills 11. The teacher understands and teaches basic principles of media literacy and provides students with opportunities to apply these principles in interaction with media

Homeric or Heroic Period

1200 BCE. Greek legends are passed along orally, including Homer's The Iliad and The Odyssey. This is a chaotic period of warrior-princes, wandering sea-traders and fierce pirates

Romanticism

1798 - 1832; celebrated spontaneity, imagination, subjectivity, and purity of nature. Was a movement placing artistic emphasis on imagination or strong emotion. Emphasized the individual, the subjective, the irrational, the imaginative, the personal, the spontaneous, the emotional, the visionary, and the transcendental. The works emphasize rebellion against social conventions. Ex. William Wordsworth, Samuel Taylor Coleridge, Lord Byron, Shelley, John Keats. Poe, Hawthorne, Bryant, Melville, Whittier.

The Writing Process

1: Teacher discusses proper organizational structure 2: Teacher discusses proper sentence & paragraph development 3: Teacher discusses small errors in spelling and punctuation

How many competencies for domain one?

3

Competencies for domain two

4. The teacher understands reading processes and teaches students to apply these processes 5. The teacher understands reading skills and strategies for various types of nonliterary texts and teaches students to apply these skills and strategies to enhance their lifelong learning 6. The teacher understands literary elements, genres, and movements and demonstrates knowledge of a substantial body of literature 7. The teacher understands strategies for reading literary texts and provides students with opportunities to formulate, express, and support responses to literature

English has:

40 (44) Phonemes and 26 letters

The beginning of English dates back to what year?

449 A.D.

The Iliad and The Odyssey

700 B.C.; written by Homer; Greek legend tells the story (in two parts) about the Trojan wars and return of the warriors to their homeland. Blends mythical knowledge and ancient Greek history to describe exploits of Achilles during the Trojan War.

The Epic of Gilgamesh

7th century B.C.; A Babylonian epic, most likely oldest written story on Earth. The epic, filled with symbolism, describes the life of a Sumerian King.

Competencies for domain 3

8. The teacher understands and promotes writing as recursive, developmental, integrative, and ongoing process and provides students with opportunities to develop competence as writers 9. The teacher understands effective writing and teaches students to write effectively in a variety of forms and for various audiences, purposes, and contexts

Haiku

A Japanese form of poetry consisting of 17 syllables, three unrhymed lines of five, seven and five syllables.

First-person narrative

A character in a story tells the story from this point of view, often using the pronouns I, me, or my.

Antagonist

A character or force in conflict with the main (protagonist) character.

Dynamic character

A character that changes in some way during the story

Static character

A character who does not change during the course of the story

Flat character

A character who exhibit few personality traits in a literary work

Dependent (Subordinate) Clause

A clause that cannot stand alone as a sentence and must be combined with an independent clause.

Round character

A complex character in a literary work

Diphthong

A complex vowel sound that begins with the sound of one vowel and ends with the sound of another vowel, in the same syllable. Ex: boy, toy, out

Wikis

A content webpage that students can contribute to.

Euphemism

A device where a direct, unpleasant expression is replaced by an indirect, pleasant phrase.

Synecdoche

A figure of speech in which a part of something stands for the whole or the whole for a part.

Antithesis

A figure of speech in which a thought is balanced with a contrasting thought in parallel arrangements of words and phrases.

Metaphor

A figure of speech in which a word or phrase is implicitly compared to something else creating an analogy, without words such as like or as.

Metonymy

A figure of speech in which the name of one object is substituted for that of another object closely associated with it.

Simile

A figure of speech that makes an explicit comparison using words such as like, as, than or seems.

Hyperbole

A figure of speech using deliberate exaggeration or overstatement. (The literal Greek meaning is "overshoot.")

Metaphor

A figure of speech using implied comparison of seemingly unlike things or the substitution of one for the other, suggesting some similarity. Metaphorical language makes writing more vivid, imaginative, thought provoking, and meaningful.

Denouement

A french term that literally "untying the knot" used to describe the moment of climax resolution a story

Homonyms

A general term that describes word forms that have two or more meanings. Example) Two, to, and too.

Pyramid

A graphic design that illustrates the structure of a typical five-act play

Which of the following concepts for a political advertisement illustrates the bandwagon technique being used to persuade people to vote for a certain candidate?

A group of individuals are shown leaving their homes to join a crowd walking down the street, following in a parade behind the political candidate, carrying a sign that states "Join us!"

Connotation

A hidden meaning of a word usually determined by the context in which the word is used. Words may be negative or positive.

Foreshadowing

A hint that prepares readers for what occurs later in the work. In the film, Jaws, the audience members always knew when the shark was coming close to a victim when the music played.

Farce

A light dramatic composition that uses highly improbable situations, stereotyped characters, exaggerations, and violence. It is generally regarded as inferior to comedy because of its crude characterizations.

Limerick

A light, humorous five line verse: lines one, two and five are of three feet and line three and four are of two feet, with a rhyme scheme of aabba

Foreshadowing

A literary device in which a writer gives an advance hint of what is to come later in the story.

Omniscient

A literary work in which the narrator reveals to the audience or reader what the characters think and feel.

Elegy

A long formal poem about death or loss

Epic

A long poem reflecting the values of a society. Usually contains a protagonist, the lead character, and an antagonist, a character who opposes or competes with the protagonist who may possess supernatural powers.

Phonics

A method for teaching children to read. It helps students sound out words.

Dangling participle

A participle intended to modify a noun that is not actually present in the text. ex. "Always getting into trouble, her life changes." "getting" should modify an absent "she"

Character

A person in a story, poem or play. Even if the character is an animal or a god, the character will have human characteristics.

Pantoum

A poem consisting of 4-line stanzas with lines rhyming alternately; the second and four lines of each stanza are repeated to form the first and third lines of the succeeding stanza; the first and third lines of the first stanza form the second and fourth of the last stanza, but in reverse order, so that the opening and closing lines of the poem are identical. The theme is conveyed in the second two lines of each quatrain, while the first two lines present an image or allusion.

Sonnet

A poem of fourteen lines in written iambic pentameter. Categorized as either Petrarchan or Shakespearean

Free verse

A poem with no regular meter, line length, or rhyme; usually written as a narrative.

Metaphysical poetry

A popular form of poetry during the 17th century. Brief and concentrated in meaning and sometimes cynical, this poetry often employed a blend of formal and colloquial language written in extended metaphors to describe the subjects of love, law, medicine, philosophy and religion.

Web Quests

A predetermined list of websites to explore a topic.

Hypercorrection

A pronunciation word form, or grammatical construction produced by mistaken analogy with standard usage out of a desire to be correct.

Morphograph

A representation of a specific letter meaning relationship. Familiarity with morphographs aids in spelling, reading, and making sense of difficult words, increasing students' ability to decode words.

Pathos

A scene or passage in a work evoking great emotion in the audience or reader.

Flashback

A section of a literary work that interrupts the sequence of events to relate to an event from an earlier time.

Complex Sentence

A sentence comprising an independent clause and a dependent clause, joined by a subordinator: "While Andrew likes history, Cynthia prefers math." The subordinating conjunction "while" makes the first clause dependent on the second.

Parallel Construction

A sentence construction where equal parts are expressed using similar grammatical forms. Each part of speech in each idea has a counterpart in the next idea.

Sentence Fragment

A sentence missing some essential component: a subject, predicate or a dependent clause with no independent clause.

Active Voice

A sentence style which the subject performs the action.

Lyric

A short poem told by a single speaker involving love, sadness or the natural world.

Ballad

A song that tells a story. Generally passed down through the generations.

Pronunciation

A speaker should make sure words are spoken clearly. Listeners do not have a text to go back to so they can reread things they didn't catch.

Volume

A speaker should use an appropriate volume- not so loud as to be annoying, but not so soft as to be inaudible.

Soliloquy

A speech delivered by a character as he talks aloud to himself that reveals the character's state of mind.

Eulogy

A speech or writing to praise or honor someone, most commonly spoken at a funeral

Stanza

A stanza is a group of two or more lines that form a unit in a poem

Refrain

A stanza, line, part of a line, or phrase, generally pertinent to the central topic, which is repeated verbatim, usually at regular intervals throughout a poem, most often at the end of a stanza.

Paradox

A statement which appears contradictory or absurd to common sense yet can be seen as true when viewed from the writer's point of view.

Allegory

A story in verse or prose with characters representing virtues and vices. An allegory has two meanings: symbolic and literal. John Bunyan's The Pilgrim's Progress is the most renowned of this genre.

Legend

A story of traditional, enduring quality from earlier times.

Narration

A story told in fiction, nonfiction, poetry or drama. May be limited, and told from the point of view of one character in either first or third person; or it may be omniscient.

Trochaic

A stressed followed by an unstressed syllable in poetry.

Dactylic

A stressed syllable followed by two unstressed syllables in poetry

Satire

A style of writing that uses humor to criticize people, governments or ideas. The writer's intent is usually to correct an injustice or social wrong.

Adjective Clause

A subordinate clause that modifies a noun or a pronoun. An adjective clause may begin with a relative pronoun (who, whom, whose, that, or which) or the word where or when. Ex: Magazines THAT INFORM & ENTERTAIN are my favorites. [The adj clause tells what kind and modifies Magazines]

Fable

A tale in which animals take on human characteristics; usually written to provide a moral lesson (didactic) or to illustrate man's shortcomings.

Motif

A thematic element recurring frequently in a work of literature

Personification

A type of figurative language in which distinctive human characteristics are given to objects/ animals.

Dialect

A variation of Standard English that is distinct in vocabulary, grammar, or pronunciation.

Didatic Poem

A verse that has a primary purpose of teaching one or more lessons

Derivatives

A word that derives from another one.

Palindrome

A word, verse, or sentence in which the sequence of letters is the same forward and backward.

Tone

A writer's style, attitude, or expression toward the subject. Can also refer to the overall mood of a poem or literary work.

Heroic Couplet

AABB and known for them are Chaucer, Ben Johnson, Dryden, and especially Alexander Pope

Falling action

Action after the climax leading to the denoument or catastophe

Authentic Assessment

Activities that allow students to demonstrate their own understanding

Neoclassicism

Adherence to virtues thought to be characteristic or classical literature: elegance, correctness, simplicity, dignity, restraint, order, and proportion; sometimes modifies a classic in order to comment on contemporary conditions. Used to describe the revival during the English Enlightenment or Restoration Era of ideals of art and literature derived from the Greek and Roman classics. Burke, Dryden, Johnson, Pope, Swift.

Enlightenment

Age of Reason, primarily associated with nonfiction work, such as essays and philosophical treatises. Thomas Hobbes, John Locke, Rousseau, Descartes

Young Adult Literature

Aimed at students between the ages of 12 and 20 explores a wide range of societal issues that can relate to all content areas. Can play an important role in developing pride in one's heritage and building positive self-concept.

Adjective Phrase

An adjective phrase is a prepositional phrase that modifies a noun or pronoun. Ex: Tim chose the sandwich WITH CHEESE. [adj phrase modifying a noun]

Adverb Clause

An adverb clause is a subordinate clause that modifies a verb, an adjective, or another adverb in the main clause. It tells when, where, how, why, to what extent, or under what conditions.

Aesthetic Response

An effective response or reaction to the text. Reflects the reader's personal and emotional response. The reader's thoughts and feelings to a literary selection are considered very important components of literary interpretation.

Hyperbole

An exaggerated expression or overstatement.

Consonance

An example of near rhyme - the repetition of terminal consonant sounds; often used by poets to create rhyme.

Which of the following is the most accurate statement about Dunbar's use of punctuation in the second stanza?

An exclamation point is used to emphasize the speaker's emotional connection to the bird

Cloze Assessment

An exercise, test, or assessment consisting of a portion of text with certain words removed , where the participant is asked to replace the missing words.

Dystopia

An imaginary horrible world, the opposite of utopias. Common in science Fiction.

Schwas

An indeterminate central vowel sound as the "a" in "about", represented as /e/.

Analogy

An inference that two dissimilar things share common traits.

Irony

An unexpected disparity between what is spoken or written and the reality or expectation of the situation

Iambic

An unstressed syllable followed by a stressed syllable (the beat or pattern closely resembles the natural rhythm of speech)

Pre-writing

Any activity used to motivate or encourage creative thought before writing or during writing. Moves the writers from the thinking stage to the writing stage.

Drama

Are stories that are meant to be performed

What is an effective reading strategy for increasing reading fluency?

Asking students to practice their reading skills by re-reading favorite stories/ books/ poems.

Miscue Analysis

Assessment that helps the teacher identify the cueing systems used by a reader. Instead of focusing on errors, this focuses on what the student is doing right, so that he or she can learn to build on existing strategies.

Metacognition

Awareness and understanding of one's own thought processes

Piaget's Learning Theory Stages

Birth-2 builds an understanding through the environment and learns by trying things again and again to get the same response 3-6 needs concrete physical situations and is egocentric 7-11 begin to apply logic to concrete things and experiences, they can solve problems and have moral values 12-15 years old begin thinking beyond the immediate and obvious and begin to theorize, they can see the past and history more realistically and can relate to people from the past

Poison ivy and other poison plant rashes can't be spread from person to person. But it is possible to pick up the rash as a result of plant oil that may have stuck to clothing, pets, garden tools and other items that have come in contact with these plants. The plant oil lingers (sometimes for years) on virtually any surface until it's washed off with water or rubbing alcohol. The rash will occur only where the plant oil has touched the skin; consequently, a person with poison ivy can't spread it on the body by scratching. It may seem like the rash is spreading if it appears over time instead of all at once. But this is either because the plant oil is absorbed at different rates in different parts of the body or because of repeated exposure to contaminated objects or plant oil trapped under the fingernails. Contact with blisters cannot further spread the rash. Which of the following text structures does this excerpt best demonstrate?

Cause and effect

When is changing a verb tense correct and when is it incorrect?

Changing verb tenses in writing can indicate temporal relationships, while switching tenses in a sentence if both or all verbs represent the same time frame is incorrect. Temporal example - "Suzy loves the puppy she adopted." The present-tense "loves" is true currently, while past-tense "adopted" is something Susie did previously and is not currently doing.

Methods for teaching Phonemic Awareness

Clapping syllables in words, Distinguishing between a word and a sound, Using visual cues and movements to help children understand when the speaker goes from one sound to another, Incorporating oral segmentation activities which focus on easily distinguished syllables rather than sounds.

From which of the following two languages did eighteenth-century writers, such as Samuel Johnson, borrow words and coin new words using the languages' morphemes?

Classical Greek and Latin

Media

Communication that reaches many people

Intimate Register

Communications is private. Intonation more important than wording or grammar. Private vocabulary. Reserved for close family members or intimate people. (e.g. husband and wife, siblings, parent and child).

A teacher is helping a student who struggles with writing coherent essays. The student has chosen a topic for a persuasive essay and has composed a list of reasons to support a position. To continue scaffolding instruction that promotes organization, the teacher should next help the student with which of the following?

Completing an outline of the ideas

A seventh-grade English teacher is assessing students' understanding of the persuasive essay by having them complete an in-class persuasive writing assignment. To most appropriately support an English-language learner (ELL) in the class who writes at the advanced level of English-language proficiency, the teacher should provide the student with which of the following?

Complex sentence stems that facilitate the ELL's ability to write about abstract concepts

Pragmatics

Concerned with the difference between the writer's meaning and the literal meaning of the sentence based on social context. In a simpler sense, pragmatics can be considered the social rules of language. Example- Cashier: Hi, how are you? Customer: Fine and you? ( A speaker implies and a listener infers).

When completing a research paper about a current controversy, a student finds an online article that includes information the student would like to cite in the paper. To best ensure that the information is reliable and correct, the student should first

Confirm that the sources in the article's bibliography are based on research and support the article.

Prepositions, some examples and Prepositional Phrases

Connect nouns/pronouns/phrases to other words in sentences, such as... on, in, behind, under, beside, against, beneath, over & during Prepositional phrases include prepositions, their objects, and associated adjectives/adverbs.

Conjunctive Adverb & some examples

Connect two clauses. Examples... also, finally, however, furthermore, consequently, instead, meanwhile, next, still, then, therefore, indeed, incidentally, likewise

Conjunctions

Connect words/phrases/clauses. Common conjunctions include and, when, but, or/nor, for, so, and yet.

Petrarchan Sonnet

Consists of eight rhyming lines (octave) and six rhyming lines (sestet). THe octave develops a thought and the sestet is the completion or comment upon the thought.

Shakespearean/ Elizabethan Sonnet

Consists of three rhyming quatrains (4 lines each) which introduce subject, and a couplet (two rhyming lines) that provide a conclusion

Compound-Complex Sentence

Contains 2 or more independent clauses and one or more subordinate clauses. Ex: Ever since the women's movement in the 1970's, the employment opportunities for educated women proliferated, but recent developments, which include a downturn in the economy and rising child care costs, have changed the business climate.

Complex Sentence

Contains one independent clause and one or more subordinate clauses. Ex: When John tired of his job at the bank, he interviewed for a new job.

Compound Sentence

Contains two or more independent clauses. Connect them with a coordinating conjunction

An English teacher asks students to complete a close-reading exercise with the following excerpt from An Autobiography (1910) by Catherine Helen Spence. (1) Sitting down at the age of eighty-four to give an account of my life, I feel that it connects itself naturally with the growth and development of the province of South Australia, to which I came with my family in the year 1839, before it was quite three years old. (2) But there is much truth in Wordsworth's line, "the child is father of the man," and no less is the mother of the woman; and I must go back to Scotland for the roots of my character and Ideals. (3) I account myself well-born, for my father and my mother loved each other. (4) I consider myself well descended, going back for many generations on both sides of intelligent and respectable people. (5) I think I was well brought up, for my father and mother were of one mind regarding the care of the family. (6) I count myself well educated, for the admirable woman at the head of the school which I attended from the age of four and a half till I was thirteen and a half, was a born teacher in advance of her own times. (7) In fact, like my own dear mother, Sarah Phin was a New Woman without knowing it. (8) The phrase was not known in the thirties. Which of the following best describes the purpose of the first sentence in the excerpt?

Creating an analogy between the speaker's chronological development and that of South Australia's

Patterns of Alphabetic Development

Critical skills that students need to learn are: Letter sound correspondence, How to sound out words and How to decode text to make meaning.

Cueing systems

Decoding strategies a reader uses to make sense of a text.

Field-independent

Describes how a student learns. Person is able to perceive the parts of a whole and focus directly on one element independently from the whole.

Field-dependent

Describes how a student learns. Person perceives the world holistically and is dependent on seeing the whole unit first before understanding the parts

Adverbs often end with what?

Descriptive words modifying verbs, adjectives or other adverbs (including clauses) Often end with -ly such as "running quickly" or "patiently waiting"

Rhythm

Determined by the way a line is spoken or voice; usually determined by the end words of each line

Dramatic Monologue

Dramatic work of poetry or literature in which a person is talking.

Dramatic Dialogue

Dramatic work of poetry or literature in which two people are talking

Revising

During revising, students should focus on content, organization of ideas, and overall meaning of the writing. Students should ask themselves, "does my writing say what I want it to say?"

What are some examples linguistic researchers found concerning influences on regional dialect?

Easiest to remember might be coke vs soda vs pop Too avoid too many details, people in the northern or Upland section of the Piedmont plateau region called the fungal infection commonly known as athlete's foot "toe itch" while people living in the southern or Lowland section call it "ground itch." The explanation is that in the north the temperatures are cooler, people wear shoes and associate the itching with the feet; temperatures were warmer in the south, people went barefoot and thus associated the itching with the ground where they believed they contracted the infection. Other examples include... chigger vs redbug dragonfly vs snake doctor wishbone vs pullybone

Persuasive Writing

Emphasis is on the reader. The major purpose is to change the reader's mind or to move the reader to action.

When slang expressions, colloquialisms, technical words, or words used in a humorous or ironical way, the correct punctuation is . . .

Enclose the word or phrase in quotation marks

Standard I

English language arts teachers in grades 7-12 know how to design and implement instruction that is appropriate for each student, reflects knowledge of the Texas Essential Knowledge and Skills (TEKS), integrates all components of the English language arts (i.e., writing, reading, listening/speaking, viewing/representing) and is based on continuous assessment.

Standard IV

English language arts teachers in grades 7-12 understand an extensive body of literature and literary genres and provide students with opportunities to read diverse types of literature and to view literature as a source for exploring and interpreting human experiences.

Standard IX

English language arts teachers in grades 7-12 understand how to interpret, analyze and produce visual images and messages in various media and provide students with opportunities to develop skills in this area.

Standard VI

English language arts teachers in grades 7-12 understand how to write effectively for various audiences and purposes and provide students with opportunities to write in a variety of forms and contexts.

Standard VIII

English language arts teachers in grades 7-12 understand oral communication and provide students with opportunities to develop listening and speaking skills.

Standard III

English language arts teachers in grades 7-12 understand reading skills and strategies for various types of nonliterary texts and teach students to apply these skills and strategies to enhance their lifelong learning.

Standard V

English language arts teachers in grades 7-12 understand that writing is a recursive, developmental, integrative and ongoing process and provide students with opportunities to develop competence as writers.

Standard II

English language arts teachers in grades 7-12 understand the processes of reading and teach students to apply these processes.

Standard VII

English language arts teachers in grades 7-12 understand the structure and development of the English language and provide students with opportunities to develop related knowledge and skills in meaningful contexts.

An English teacher asks students to complete a close-reading exercise with the following excerpt from An Autobiography (1910) by Catherine Helen Spence. (1) Sitting down at the age of eighty-four to give an account of my life, I feel that it connects itself naturally with the growth and development of the province of South Australia, to which I came with my family in the year 1839, before it was quite three years old. (2) But there is much truth in Wordsworth's line, "the child is father of the man," and no less is the mother of the woman; and I must go back to Scotland for the roots of my character and Ideals. (3) I account myself well-born, for my father and my mother loved each other. (4) I consider myself well descended, going back for many generations on both sides of intelligent and respectable people. (5) I think I was well brought up, for my father and mother were of one mind regarding the care of the family. (6) I count myself well educated, for the admirable woman at the head of the school which I attended from the age of four and a half till I was thirteen and a half, was a born teacher in advance of her own times. (7) In fact, like my own dear mother, Sarah Phin was a New Woman without knowing it. (8) The phrase was not known in the thirties. A primary reason for the allusion in sentence 2 is to

Explain a purpose for the subject that follows.

Simple Sentence

Expressed a complete thought

Surrealism

Expresses thought uncontrolled by logical reasoning or moral codes

Less and Fewer

Fewer is used when you can count the objects, less is used when you can't

First, Second, and Third Person

First: I, We, Me, Us, Ours Second: You, Yours Third: He, She, Its

Dialect

Form of a language spoken by people according to their geographical region, social class, cultural group, or any distinctive group. Think about the way the author uses words in The Adventures of Huckleberry Finn with sentences like "You don't know about me without you have read a book by the name of The Adventures of Tom Sawyer, but that ain't no matter" OR "We's safe, Huck, we's safe! Jump up and crack yo' heels. Dat's de good ole Cairo at las', I jis knows it." Authors use dialects to support character development in novels, plays, poems and other literary works. They also manipulate dialects to accomplish various purposes with their intended reading audiences.

Malapropism

French meaning "ill to purpose". The mistaken substitution of one word for another that sounds similar, generally for comic effect.

Point of view

From whose perspective the story is being told -- such as a character within the story or an omniscient narrator -- and what their vantage point is

Examples of parallel structures with words and phases

Gerunds: Mary likes hiking, biking & sailing her boat. Infinitive phrases: Mary likes to hike, bike, & sail her boat.

Text organization

Good reader's are able to differentiate types of text structure (e.g., narrative, exposition, compare-contrast, or time sequence). They use their knowledge of text to build expectations and to contrast a framework of ideas on which to build meaning.

More than half of English words originate from these two languages

Greek and Latin

This provides insight into modern word meanings

Greek roots

Clause

Has a subject and a predicate and the other elements of a sentence. Can be independent or dependent.

Advanced High English Language Learners

Have acquired the English vocabulary and command of English language structures necessary to address grade-appropriate writing tasks with minimal second language acquisition support

Advanced English Language Learner

Have enough English vocabulary and command of English language structures to address appropriate writing tasks in a limited way

Intermediate English Language Learner

Have enough English vocabulary and enough grasp of English language structures to address grade appropriate writing tasks in a limited way

Building a Student's Vocabulary

Having Students build word knowledge by working with a known latin root is a very effective method of . . .

An English teacher starts each class by asking a question about the previous day's lesson or reading. The teacher gives students a few moments to think about the question and then asks one or two students to speak about the question for a few minutes. Throughout the course of the week, each student is asked to respond to a question. As students become more practiced at the strategy, which of the following is the best way to modify it to promote the most active engagement from students?

Having students create the questions, choosing two each class period to use for the day's discussion

Counting syllables games (Promoting Phonological and Phonemic Awareness)

Help students discover that many word are made of smaller chunks.

The classical period (1200 BCE - 455 CE)

Homeric, Classical Greek, Classical Roman, Patristic

Phonemic Awareness for ELL's

Homonyms, Homographs, Homophones, and Heteronyms.

Hyphenation

Hyphenate two or more adjectives when they come before a noun and act as a single idea. Ex: friendly-looking man (friendly-looking is a compound adjective).

Poison ivy and other poison plant rashes can't be spread from person to person. But it is possible to pick up the rash as a result of plant oil that may have stuck to clothing, pets, garden tools and other items that have come in contact with these plants. The plant oil lingers (sometimes for years) on virtually any surface until it's washed off with water or rubbing alcohol. The rash will occur only where the plant oil has touched the skin; consequently, a person with poison ivy can't spread it on the body by scratching. It may seem like the rash is spreading if it appears over time instead of all at once. But this is either because the plant oil is absorbed at different rates in different parts of the body or because of repeated exposure to contaminated objects or plant oil trapped under the fingernails. Contact with blisters cannot further spread the rash. Which of the following will best help students recognize the text structure of the excerpt?

Identifying signal words in the excerpt

Which of the following most accurately describes the progression of imagery in the poem?

Images of a bird's beauty and grace in the first stanza sharply contrast images of brokenness and sadness in the second two stanzas

Compound Sentence

Includes two independent clauses connected by a coordinator (for, and, nor, but, or, yet, so). example: Andrew likes history, but Cynthia prefers math. Independent clauses can also be joined by a semicolon, a colon, or sometimes a comma instead of a coordinator (coordinating conjunction).

Compound-complex Sentence

Includes two independent clauses, plus one or more dependent clauses. ex. "Susan, who draws well, likes art; but Emily, who is very methodical, prefers science."

Independent vs. Dependent Clauses

Independent clause - can stand on its own as a sentence. ex. "I knew she was not at home" Dependent clause - has a subject and a predicate, but it also has a subordinating conjunction, a relative pronoun, or some other connecting word or phrase that makes it unable to stand along without an accompanying independent clause ex. "because I saw her leave" ~put the two together to form the complex sentence "I knew she was not home because I saw her leave."

English is a member of the ________ family of languages.

Indo-European

Casual Register

Informal language used by peers and friends. Slang, vulgarities and colloquialisms are normal. One must be member to engage in this register (e.g. buddies, teammates, chats and emails, and blogs, and letters to friends).

Common Technology Tools

Interactive Whiteboards, Computer software, Web Quests, Wiki's, Video conferencing, Podcasts.

Essay Response

Introduction: discuss themes & figurative language, author, date, and title. Opening sentence must refer to the prompt. Body: textual evidence & citations. Conclusion: Restate the main idea of the essay.

Short story

Is a brief work of fiction that can usually be read in one sitting

Poetry

Is a type of literature in which words are chosen and arranged in a compact and precise way to create specific events

Novella

Is longer than a short story but shorter than a novel

Novel

Is much longer than work of fiction that can take several days or even weeks to read

Verbal Irony

Is when the author says one thing and means something else.

Beginning English Language Learner

Lack the English Vocabulary and grasp of English language structures necessary to address grade-appropriate writing tasks meaningfully

Formal Register

Language is used in formal settings and is one-way in nature. This use of language usually follows a commonly accepted format (e.g. sermons, rhetorical statements and questions, speeches, pronouncements made by judges, announcements)

Image, Imagery

Language that addresses the senses of the real or imaged world. The descriptive or figurative language used in literature to evoke mental images, not only in the visual sense, but also using other senses or the emotions as well.

Old English

Language that evolved from the Germanic settlement along the Elbe river region and brought to the British Isles during the 5th and 6th. Also known as Anglo-Saxon.

About 60% of the English language reflects what influence?

Latin

Lay vs. Lie

Lay = to put something down (on something) Lay, Laid, Laid Lay - present tense Laid - irregular, not -ed/simple past tense Laid - past participle (1) I Lay my head on the pillow. (2) Yesterday, I laid my books on the floor. (3) I have laid dinner on the table. ~the verb "lay" will always be immediately followed by an object

Its vs. It's

Learned something new here, "It's tire is flat" is never correct to say when answering the question "What's wrong with your car?" "The house is old; it's paint is peeling" is correct. Error stems from possessive nouns/pronouns use apostrophes, such as "Barbara's idea" or "the man's hat." Its, along with "yours," hers," and "theirs" (without noun objects) do not.

A teacher notices that students have a hard time analyzing unknown words encountered in informational text from a scientific journal. Which of the following vocabulary strategies is best to help students effectively approach these unknown words?

Learning the definitions of common bases and affixes to identify parts of unknown words and to guess their meanings

Lay vs. Lie

Lie = to rest or recline (typically in or on something) Lie, Lay, Lain Lie - present tense (has two meanings) ~2nd definition = to not tell the truth Lay - past tense ~lied = past tense of not telling the truth Lain - past participle (1) My dog lies in front of me. (2) I lay in my bed (3) I've lain in a hammock before. ~note there is no object immediately following the verb "lie" as opposed to usage with the verb "lay"

Aside

Lines spoken directly to the audience by an actor

Concentrate

Listeners have a specific purpose for reading.

Repeat

Listeners keep telling themselves important points and associating details with these points.

Associate

Listeners relate ideas to each other

Visualize

Listeners try to see pictures in their minds as they read.

Naturalism

Literary movement of the late nineteenth and early twentieth century that portrayed the lives of characters as being determined, or caused, by outside events beyond their control. Zola, Dreiser, Crane.

Multicultural literature

Literature that represents any distinct cultural group through portrayal and rich detail.

Morphological

Looking at the roots of the words

Contextual

Looking for clues within the text

Definitional

Looking up the definition of the word

A teacher assigns small groups of students a series of open-ended questions to assist discussion about the novel they are reading in class. As the groups discuss, the teacher circulates around the room and informally assesses students' oral communication skills. Which of the following behaviors indicates that a student possesses strong oral communication skills?

Making comments that build on comments made by other group members

Editing

Making sure that the conventions of language (spelling, punctuation, and grammar) are used correctly

Misplaced modifiers

Misplaced modifiers are in the wrong part of a sentence, appearing to modify the wrong thing. ex. "He failed nearly every class he took." vs. "He nearly failed every class he took."

Misplaced Modifier

Misplaced modifiers modify the wrong word, or they seem to modify more than one word in a sentence. To correct a sentence that has a misplaced modifier, move the modifier as close as possible to the word it modifies. Misplaced: Soaring over the edge of the cliff, the photographer captured an image of the eagle. Correct: The photographer captured an image of the eagle soaring over the edge of the cliff.

Phrase

Modifies other parts of the sentence. It is neither a complete sentence nor a clause. It lacks a subject, or a predicate, or both. ex. "late at night" - adverb phrase "into the house" - prepositional phrase

Proper Noun

Names

3 periods of the historical development of English

Old English (Anglo Saxon) Middle English Modern English

Word Knowledge

One's own knowledge of word meanings is Lexical Knowledge- a sort of dictionary.

Meter

Originates from the Greek, mentron, meaning "to measure" and refers to the "beat" of the poem; thus, meter pertains to the structure of the poem. Also refers to the number of feet in a line.

A teacher has students read the following excerpt from the speech "I Have a Dream" (1963) by Martin Luther King, Jr. I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice. The teacher can best use the excerpt to show how an image can be built through the layering of which of the following types of phrases?

Participial

Writing Assessment Buzzwords

Persuasive: Clear thesis/position, progression of ideas is logical and controlled, meaningful transitions, organization structure is appropriate for the task, word choice contributes to the clarity of the essay

Phonemic Awareness

Phonemic Awareness is the acknowledgment of sounds and words: for example, a child's realization that some words rhyme. Onset and rhyme for example, are skills that might help students learn that the sound of the first letter b, in the word bad can be changed with the sound d to make it dad. Phonemic Awareness can be taught to students with their eyes closed cause it's all about sounds, not ascribing written letters to sounds.

Anachronism

Placing an event, person or object out of its proper chronological place.

Blank verse

Poetry written in iambic pentameter; consisting of unrhymed, five-stress lines.

Existentialism

Popularized by the writer, Sartre - believed that man determines his own destiny by the choices he makes, anchored in reality not idealized life.

A teacher compiles a blog entry that includes excerpts from a variety of news articles that demonstrate multiple opinions about a community issue. The teacher then asks students to read through the blog and write comments that respond directly to three of the statements made in the article excerpts. This activity best supports which of the following steps in the writing process?

Prewriting

Recursive States in the Writing Process

Prewriting, drafting, conferencing, revising, editing, & publishing.

Pronouns, Personal Pronouns & Common Pronouns Personal pronouns can be what or what?

Pronouns replace nouns Personal pronouns specify person, number, gender or case. Common pronouns - I, you, he, she, it, none & which Personal pronouns can be subjective (sentence/clause subjects) or objective (objects of verbs or prepositions)

When giving a seventh-grade class an informational essay to read, a teacher wants to ensure that an English-language learner (ELL) in the class who is reading at the intermediate English-language proficiency level is able to comprehend the language. Which of the following supports will best promote the ELL's comprehension while reading?

Providing the ELL a word list that gives a familiar synonym for words likely to be unfamiliar

Podcasts

Published audio recordings.

Fluent Readers

Read in phrases and add intonation appropriately. Their reading is smooth and has expression.

Fluency

Reading connected pieces of text. Helps overall reading comprehension. Creates a bridge to reading comprehension.

To best help students with comprehension while reading informational texts, a teacher should provide students with instruction in which of the following skills?

Recording questions that come to mind

Allusion

Reference to a well-known person, place, object, event or literary work or work of art. The use of allusion implies shared literary and cultural experiences between author and reader.

Fiction

Refers to made up stories about characters and events

Why is Aesthetic response an effective response or reaction to text?

Reflects the reader's personal and emotional responses based on background knowledge, attitudes, and experiences.

Myth

Related the deeds of extraordinary beings and speak to a common truth about life.

Media literacy

Requires that students interact with this growing body of information through the development of information-age communication skills. This person should be able to produce, create, and critique information in all its forms, not just print.

Chiasmus

Rhetorical technique in which the order of occurrence of words or phrases is reversed to bring meaning to the sentence.

An English teacher asks students to complete a close-reading exercise with the following excerpt from An Autobiography (1910) by Catherine Helen Spence. (1) Sitting down at the age of eighty-four to give an account of my life, I feel that it connects itself naturally with the growth and development of the province of South Australia, to which I came with my family in the year 1839, before it was quite three years old. (2) But there is much truth in Wordsworth's line, "the child is father of the man," and no less is the mother of the woman; and I must go back to Scotland for the roots of my character and Ideals. (3) I account myself well-born, for my father and my mother loved each other. (4) I consider myself well descended, going back for many generations on both sides of intelligent and respectable people. (5) I think I was well brought up, for my father and mother were of one mind regarding the care of the family. (6) I count myself well educated, for the admirable woman at the head of the school which I attended from the age of four and a half till I was thirteen and a half, was a born teacher in advance of her own times. (7) In fact, like my own dear mother, Sarah Phin was a New Woman without knowing it. (8) The phrase was not known in the thirties. When guiding the students through analyzing the excerpt, the teacher should ensure that students understand how sentences 3-6 are primarily used to describe the speaker's

Roots of the attributes which define her character.

Simple Sentence

Same thing as an independent clause Complete thought Includes a subject and a predicate/verb

Saw vs. seen

Saw is the past tense Seen is the perfect tense, use with auxiliary verbs to form present perfect "have seen"; or past perfect "had seen."

Semicolons vs. Colons

Semicolons separate independent clauses, such as "She likes music; she likes to dance." Colons separate clauses when the second explains or illustrates the first: "She likes music: she likes to dance to it." ~Notice the use of a colon itself in explanation of colon usage Also "Dear Mr. Johnson:" is cool never "Dear Mr. Johnson;"

(1) I was indeed going to get a puppy! (2) Having wanted one for so long, my house was completely ready for the arrival of a cocker spaniel we had found out about from the newspaper. (3) I stood at the door peering out anxiously waiting for a sign of my new four legged friend. (4) My father would certainly be home with the puppy soon. (5) Sure enough, after about fifteen minutes, I saw my dad pull into the driveway. (6) I rushed outside. (7) To my surprise there were two puppies in the back seat wagging their tails in excitement. (8) My dad had kept his promise! Which of the following sentences from the paragraph contains a misplaced modifier?

Sentence 2

(1) I was indeed going to get a puppy! (2) Having wanted one for so long, my house was completely ready for the arrival of a cocker spaniel we had found out about from the newspaper. (3) I stood at the door peering out anxiously waiting for a sign of my new four legged friend. (4) My father would certainly be home with the puppy soon. (5) Sure enough, after about fifteen minutes, I saw my dad pull into the driveway. (6) I rushed outside. (7) To my surprise there were two puppies in the back seat wagging their tails in excitement. (8) My dad had kept his promise! Which of the following sentences from the paragraph includes two words that a teacher can use to show how to apply hyphenation rules?

Sentence 3

Sentence Run-on

Sentences which lack necessary punctuation and/or connecting words.

Listening Games (Promoting Phonological and Phonemic Awareness)

Sharpen a students ability to head selective sounds.

After students in a high school English class complete rough drafts of a persuasive essay, the teacher then has them work in pairs to improve flow. To best help students, the teacher should have them look for areas in each other's essays that exhibit

Shifts between ideas.

Morphemes

Smallest linguistic unit within a word that can carry a meaning such as "un", "break", and "able" in the word "unbreakable".

Consultative Register

Standard form of communications. Users engage in mutually accepted structure of communications. It is professional - disclosure (e.g. when strangers meet, communications between a superior and a subordinate, doctor and patient, lawyer and client, lawyer and judge, teacher and student)

An eleventh-grade English teacher is planning a lesson using the poem "The Hollow Men" by T.S. Eliot. The following is an excerpt from the poem. The eyes reappear As the perpetual star Multifoliate rose Of death's twilight kingdom The hope only Of empty men. Which of the following strategies for word identification and analysis will best help students determine the meaning of "multifoliate"?

Structural

Independent Reading

Students independently choose books that are at their reading levels. Child's accuracy rate is 95-100 percent.

Static Register

Style of communications rarely or never changes. It is "frozen" in time and content.

SQ3R Method

Survey, Question, Read, Recite and Review - scan the book as a whole, formulate questions, read the book, answer questions, and review main ideas and significant information

Which of the following graphic organizers is most appropriate to use to create a visual representation of the excerpt during reading?

T Chart

Dramatic Irony

Takes place when the audience perceives something that the character does not know

Applied or Critical Comprehension

Taking what was said (literal) and what was meant by what was said (interpretive) and then extend the concepts or ideas beyond the situation. Readers are thinking analytically, using hints and clues to make sense of ideas implied but not directly stated in text. Analyzing information and applying it to other information. The third level of comprehension.

Five Types of Phonemic Awareness Tasks

Task 1: The ability to hear rhymes and alliteration Task 2: The ability to do oddity tasks (recognize the member of a set that is different, or odd, among the group. Task 3: The ability to orally blend words and split syllables. Task 4: The ability to orally segment words. Task 5: The ability to do phonics manipulation tasks.

Informal Assessment

Teachers can observe during everyday classroom activities. Students being evaluated multiple times at different times of the day and during different types of tasks. Teacher keeps records, notes, or checklists of the child's oral skills. Can include other students, for example, in cooperative learning environments.

Guided Reading

Teachers work with small groups of students to help them with their particular reading problems. Child's accuracy rate is 92 to 97.

Nonfiction

Tells about real people and events

That and Which

That uses a restrictive clause "gems that sparkle" or "dogs that bark scare me" while Which uses a nonrestrictive clause "diamonds, which are expensive, often elicit forgiveness" or "dogs, which make great pets, can be expensive".

Reading Fluency

The ability to read with speed, accuracy, and proper expression.

Plot

The action of the story

Which of the following examples is the best representation of dramatic irony?

The audience of a play sees the main character behind a screen, but the other characters on stage do not

Imagery

The author's use of descriptive or figurative language that evokes the senses or emotions of the reader. The words often create a mental picture for the readers.

Competency 006: The teacher understands literary elements, genres and movements and demonstrates knowledge of a substantial body of literature.

The beginning teacher: A. Demonstrates knowledge of genres and their characteristics through analysis of literary texts. B. Demonstrates knowledge of literary elements and devices, including ways in which they contribute to meaning and style, through analysis of literary texts. C. Demonstrates knowledge of major literary movements in American, British and world literature, including their characteristics, the historical contexts from which they emerged, major authors and their impact on literature and representative works and their themes. D. Demonstrates knowledge of a substantial body of classic and contemporary American literature. E. Demonstrates knowledge of a substantial body of classic and contemporary British literature. F. Demonstrates knowledge of a substantial body of classic and contemporary world literature. G. Demonstrates knowledge of a substantial body of young adult literature. H. Demonstrates knowledge of various critical approaches to literature.

Competency 003: The teacher understands the structure and development of the English language and provides students with opportunities to develop related knowledge and skills in meaningful contexts.

The beginning teacher: A. Demonstrates knowledge of major historical, regional and cultural influences on the ongoing development of the English language (e.g., Anglo-Saxon migrations, emergence of dialects, changing technology). B. Understands and teaches how to research word origins and analyze word formation as an aid to understanding meanings, derivations and spellings. C. Understands and teaches relationships among words (e.g., homonyms, synonyms, antonyms) and issues related to word choice (e.g., connotative and denotative meanings, multiple-meaning words, idioms, figurative language). D. Knows and teaches rules of grammar, usage, sentence structure, punctuation and capitalization in standard English and is able to identify and edit nonstandard usage in his or her own discourse and the discourse of others. E. Knows how to provide explicit and contextual instruction that enhances students' knowledge of and ability to use standard English. F. Knows and teaches how purpose, audience and register affect discourse. G. Demonstrates an understanding of informal and formal procedures for monitoring and assessing students' ability to use the English language effectively. H. Uses assessment results to plan and adapt instruction that addresses students' strengths, needs and interests and that builds on students' current skills to increase their proficiency in using the English language effectively.

Competency 005: The teacher understands reading skills and strategies for various types of nonliterary texts and teaches students to apply these skills and strategies to enhance their lifelong learning.

The beginning teacher: A. Demonstrates knowledge of types of nonliterary texts (e.g., textbooks, newspapers, manuals, electronic texts, memoranda) and their characteristics. B. Understands purposes for reading nonliterary texts (e.g., for information, for pleasure), reading strategies associated with different purposes and ways to teach students to apply appropriate reading strategies for different purposes. C. Knows strategies for monitoring one's own understanding of nonliterary texts and for addressing comprehension difficulties that arise (e.g., by rereading, using other resources, questioning) and knows how to teach students to use these strategies. D. Demonstrates knowledge of skills for comprehending nonliterary texts (e.g., identifying main ideas and supporting details, summarizing, making inferences, drawing conclusions, analyzing historical and contemporary contexts) and knows how to provide students with opportunities to apply and refine these skills. E. Understands types of text organizers (e.g., overviews, headings, tables of contents, graphic features) and their use in locating and categorizing information. F. Demonstrates knowledge of types of text structure (e.g., chronological order, compare/contrast, cause/effect) and strategies for promoting students' ability to use text structure to facilitate comprehension of nonliterary texts. G. Knows strategies for helping students increase their knowledge of specialized vocabulary in nonliterary texts and for facilitating reading comprehension (e.g., creating graphic organizers, using study strategies such as skimming and scanning, note taking and outlining). H. Knows how to locate, retrieve and retain information from a range of texts, including interpreting information presented in various formats (e.g., maps, graphs) and uses effective instructional strategies to teach students these skills. I. Knows how to evaluate the credibility and accuracy of information in nonliterary texts, including electronic texts, and knows how to teach students to apply these critical-reading skills. J. Demonstrates an understanding of the characteristics and uses of various types of research tools and information sources and promotes students' understanding of and ability to use these resources. K. Understands steps and procedures for engaging in inquiry and research and provides students with learning experiences that promote their knowledge and skills in this area. L. Demonstrates an understanding of informal and formal procedures for monitoring and assessing students' reading of nonliterary texts. M. Uses assessment results to plan and adapt instruction that addresses students' strengths, needs and interests and that builds on students' current skills to increase their proficiency in reading nonliterary texts.

Competency 007: The teacher understands strategies for reading literary texts and provides students with opportunities to formulate, express and support responses to literature.

The beginning teacher: A. Demonstrates knowledge of various types of responses to literary texts (e.g., experiential, aesthetic, pragmatic) and encourages a variety of responses in students. B. Knows strategies for motivating students to read literature and for promoting their appreciation of the value of literature. C. Knows how to draw from wide reading in American, British, world and young adult literature to guide students to explore and select independent reading based on their individual needs and interests. D. Knows how to promote students' interest in literature and facilitate their reading and understanding. E. Uses technology to promote students' engagement in and comprehension of literature. F. Knows strategies for creating communities of readers and for promoting conversations about literature and ideas. G. Understands and teaches students strategies to use for analyzing and evaluating a variety of literary texts, both classic and contemporary. H. Applies effective strategies for helping students view literature as a source for exploring and interpreting human experience. I. Applies effective strategies for engaging students in exploring and discovering the personal and societal relevance of literature. J. Promotes students' understanding of relationships among literary works from various times and cultures. K. Promotes students' ability to analyze how literary elements and devices contribute to meaning and to synthesize and evaluate interpretations of literary texts. L. Knows effective strategies for teaching students to formulate, express and support responses to various types of literary texts. M. Demonstrates an understanding of informal and formal procedures for monitoring and assessing students' comprehension of literary texts. N. Knows how to use assessment results to plan and adapt instruction that addresses students' strengths, needs and interests and that builds on students' current skills to increase their proficiency in comprehending literary texts.

Competency 002: The teacher is aware of the diversity of the student population and provides instruction that is appropriate for all students.

The beginning teacher: A. Knows how individual differences (e.g., in relation to experience, culture, language, attitude, disability) may affect students' language skills. B. Designs learning experiences and selects materials that respond to and show respect for student diversity. C. Knows strategies for providing reading, writing and oral language instruction for all students, including English-language learners (in accordance with the English Language Proficiency Standards [ELPS]) and students with reading, writing or oral language difficulties and/or disabilities. D. Understands basic processes of first- and second-language acquisition and their impact on learning in the English language arts classroom in accordance with the ELPS. E. Understands how a first language or dialect differences may affect students' use of English and knows strategies for promoting all students' ability to use standard English. F. Promotes students' understanding of the situational nature of language use and the value of knowing and using standard English while fostering pride in their own language background and respect for the language backgrounds of other people.

Competency 004: The teacher understands reading processes and teaches students to apply these processes.

The beginning teacher: A. Understands and promotes reading as an active process of constructing meaning (e.g., knows how readers' backgrounds and experiences influence meaning). B. Understands reader response and promotes students' responses to various types of text. C. Knows how text characteristics and purposes for reading determine the selection of reading strategies and teaches students to apply skills and strategies for reading various types of texts for a variety of purposes. D. Knows how to use, and teaches students to use, word analysis skills (e.g., graphophonics, semantics), word structure (e.g., affixes and roots), word order (syntax) and context for word identification and to confirm word meaning. E. Demonstrates an understanding of the role of reading fluency in reading comprehension and knows how to select and use instructional strategies and materials to enhance students' reading fluency. F. Knows and applies strategies for enhancing students' comprehension through vocabulary study. G. Understands and teaches students comprehension strategies to use before reading (e.g., predicting, recalling prior knowledge), during reading (e.g., note taking, mapping, paired reading) and after reading (e.g., retelling, summarizing, responding). H. Understands the role of visualization, metacognition, self-monitoring and social interaction in reading comprehension and promotes students' use of these processes. I. Understands levels of reading comprehension and strategies for teaching literal, inferential, creative and critical comprehension skills. J. Knows how to intervene in students' reading process to promote their comprehension and enhance their reading experience (e.g., using questioning, guiding students to make connections between their prior knowledge and texts). K. Knows how to provide students with reading experiences that enhance their understanding of and respect for diversity and guides students to increase knowledge of cultures through reading. L. Knows how to use technology to enhance reading instruction. M. Demonstrates an understanding of informal and formal procedures for monitoring and assessing students' reading, such as using reading-response journals. N. Uses assessment results to plan and adapt instruction that addresses students' strengths, needs and interests and that builds on students' current skills to increase their reading proficiency.

Competency 009: The teacher understands effective writing and teaches students to write effectively in a variety of forms and for various audiences, purposes and contexts.

The beginning teacher: A. Understands and teaches the distinguishing features of various forms of writing (e.g., reflective essay, autobiographical narrative, editorial, report, memorandum, summary/abstract, résumé, play, short story, poem). B. Applies and teaches skills and strategies for writing effectively in a variety of forms and for a variety of audiences, purposes and contexts. C. Understands and teaches how a writer's purpose and audience define appropriate language, writing style and text organization. D. Provides students with explicit instruction, meaningful practice opportunities and effective feedback as the students create different types of written works. E. Promotes students' ability to compose effectively (e.g., organizing ideas to ensure coherence, logical progression and support; using precise language to communicate ideas clearly and concisely; writing in a voice and style appropriate to audience and purpose). F. Provides students with professionally written, student-written and teacher written models of writing. G. Demonstrates knowledge of factors that influence student writing (e.g., writer's experiences, situational context in which writing occurs, interactions within the learning/writing community, features of various written forms). H. Analyzes and teaches the use of literary devices (e.g., imagery, tone, dialogue, characterization, irony, figurative language) in writing. I. Teaches students skills and strategies for using writing as a tool for reflection, exploration, learning, problem solving and personal growth. J. Understands and teaches writing as a tool for inquiry, research and learning. K. Teaches students to evaluate critically the sources they use for their writing. L. Provides instruction about plagiarism, academic honesty and integrity as applied to students' written work and their presentation of information from different sources, including electronic sources. M. Understands and teaches students the importance of using acceptable formats for communicating research results and documenting sources (e.g., manuals of style such as the Modern Language Association Handbook [MLA style], the Publication Manual of the American Psychological Association [APA style], and The Chicago Manual of Style [Chicago style]). N. Demonstrates an understanding of informal and formal procedures for monitoring and assessing students' writing development. O. Uses assessment results to plan and adapt instruction that addresses students' strengths, needs and interests and that builds on students' current skills to increase their writing proficiency.

Competency 011: The teacher understands and teaches basic principles of media literacy and provides students with opportunities to apply these principles in interactions with media.

The beginning teacher: A. Understands different types and purposes of media. B. Analyzes and teaches about the influence of the media and the power of visual images. C. Demonstrates awareness of ethical and legal factors (e.g., copyright, fair use, liability) to consider in the use and creation of media products. D. Applies and teaches skills for responding to, interpreting, analyzing and critiquing a variety of media (e.g., advertising, visual images, propaganda, documentaries). E. Understands and facilitates the production of media messages (e.g., illustrations, charts, graphs, videos, multimedia presentations). F. Guides students to evaluate their own and others' media productions. G. Demonstrates an understanding of informal and formal procedures for monitoring and assessing students' media literacy. H. Uses assessment results to plan and adapt instruction that addresses students' strengths, needs and interests and that builds on students' current skills to increase their media literacy.

Competency 008: The teacher understands and promotes writing as a recursive, developmental, integrative and ongoing process and provides students with opportunities to develop competence as writers.

The beginning teacher: A. Understands recursive stages in the writing process (e.g., prewriting, drafting, conferencing, revising, editing, publishing) and provides students with explicit instruction, meaningful practice and effective feedback as they engage in all phases of the writing process. B. Understands writing as a process that allows students to construct meaning, examine thinking, reflect, develop perspective, acquire new learning and influence the world around them. C. Applies writing conventions, including sentence and paragraph construction, spelling, punctuation, usage and grammatical expression, and provides students with explicit instruction in using them during the writing process. D. Applies criteria for evaluating written work and teaches students effective strategies for evaluating their own writing and the writings of others. E. Structures peer conference opportunities that elicit constructive, specific responses and that promote students' writing development. F. Understands and promotes the use of technology in all phases of the writing process and in various types of writing, including writing for research and publication. G. Applies strategies for helping students develop voice and style in their writing. H. Demonstrates an understanding of informal and formal procedures for monitoring and assessing students' writing competence. I. Uses assessment results to plan and adapt instruction that addresses students' strengths, needs and interests and that builds on students' current skills to increase their writing proficiency.

Competency 010: The teacher understands principles of oral communication and promotes students' development of listening and speaking skills.

The beginning teacher: A. Understands similarities and differences between oral and written language and promotes students' awareness of these similarities and differences. B. Understands and helps students understand the role of cultural factors in oral communication. C. Facilitates effective student interaction and oral communication, including group discussions and individual presentations. D. Understands and teaches various forms of oral discourses (e.g., conversation, group discussion, formal presentation) and their characteristics and provides effective opportunities for practice. E. Understands and teaches skills for speaking to diverse audiences for various purposes and provides students with effective opportunities to apply these skills in a variety of contexts. F. Understands and teaches strategies for preparing, organizing and delivering different types of oral presentations, including informative and persuasive messages and literary interpretations. G. Understands and teaches skills and strategies for using technology in oral presentations. H. Understands and teaches strategies for evaluating the content and effectiveness of spoken messages and provides effective opportunities for practice. I. Understands and teaches skills for active, purposeful listening in various situations (e.g., skills for note taking, for critically evaluating a speaker's message, for appreciating an oral performance) and provides effective opportunities for practice. J. Demonstrates an understanding of informal and formal procedures for monitoring and assessing students' oral communication skills. K. Uses assessment results to plan and adapt instruction that addresses students' strengths, needs and interests and that builds on students' current skills to increase proficiency in oral communication.

Competency 001: The teacher understands and applies knowledge of relationships among the language arts and between the language arts and other aspects of students' lives and learning.

The beginning teacher: A. Understands the continuum of language arts skills and expectations for students in grades 7-12, as specified in the Texas Essential Knowledge and Skills (TEKS). B. Understands the importance of integrating the language arts to improve students' language and literacy. C. Understands the interrelationship between the language arts and other areas of the curriculum and uses this knowledge to facilitate students' learning across the curriculum. D. Understands relationships among reading, writing, speaking, listening and complex thinking and uses instruction to make connections among them in order to improve performance in each area. E. Understands and teaches how the expressive uses of language (speaking, representing, writing) and the receptive uses of language (listening, reading, viewing) influence one another.

Theme

The central idea, topic, message, or insight into life revealed through the literary work.

Emergent Literacy

The concept that young children are emerging into reading and writing with no real beginning or ending point. This stage of reading is when the reader understands that print contains a consistent message.

Oxymoron

The conjunction of words which, at first view, seem to be contradictory or incongruous, but whose surprising juxtaposition expresses a truth.

Orthography

The conventional spelling system of a language

Whole-group Reading

The entire class reads the same text, and the teacher incorporates activities to help students learn phonics, comprehension, fluency, and vocabulary.

Rising action

The events leading up to the climax of a play or other literary work

Catastrophe

The final action that completes the unraveling of the plot

Writing Process

The five stages include: prewriting, drafting, revising, editing and publishing. DO not necessarily occur in a particular order or sequence.

Literature Circles

The focus of learning is on inquiry and exploration, not on literary elements or agreeing on interpretation

Exposition

The introduction, background information of a five-act play

Protagonist

The lead character in literary work

Etymology

The linguistic history or origin of a word

Denotation

The literal dictionary meaning(s) of a word

Semantics

The meaning expressed when words are arranged in a specific way. This is where connotation and denotation of words eventually has a role with readers.

Climax

The moment of the greatest emotional tension or suspense in a story or novel

Muse

The name denotes memory or a reminder. In mythology, this is a source of inspiration, or guiding genius.

Context

The other words and sentences that are around the new word.

Characters

The persons or animals involved in the action

Mood

The prevailing atmosphere or emotional aura of a work. Setting, tone, and events can affect this.

Structual Analysis

The process of using familiar word parts to determine the meaning of unfamiliar words.

Pace

The rate at which words are spoken should be appropriate- not so fast as to make the speech impossible to understand, but not so slow as to put listeners to sleep.

Catharsis

The reader or audience feels compassion with the protagonist and experiences a sense of relief when watching a protagonist overcome great odds.

Comprehension

The reader's ability to ascribe meaning to text. Understanding what someone says, the purposes behind the message, and the contexts in which it is said.

Phonological Awareness

The reader's ability to recognize the sound of spoken language, including how sounds can be blended together, segmented (divided up), and manipulated (switched around). This method then leads to phonics, a method for teaching children to read. It helps students "sound out words."

Alliteration

The repetition of initial consonant sounds in two or more words in a line of writing; often used for poetic effect. Based on sound, not spelling.

Assonance

The repetition of vowel sounds in nearby words.

Syntax

The rules or patterned relationships that correctly create phrases and sentences from words. When readers develop an understanding of syntax, they begin to understand the structure of how sentences are built, and, eventually, the beginning of grammar.

Phonemes

The smallest contrastive unit in a language system and the representation of a sound.

Content Area Vocabulary

The specific vocabulary related to the particular concepts of various academic disciplines.

Morphology

The study of word structure. When readers develop morphemic skills, they are developing an understanding of patterns they see in words. For example, English speakers realize that cat, cats, and caterpillar share some similarities in structure. This helps readers to recognize words at a faster and easier rate, since each word doesn't need individual decoding.

A teacher shows students the a photograph to reinforce a lesson on evaluating various photographic effects. To best help students evaluate how the camera angle is used to communicate meaning in the photograph, the teacher should have students determine how the angle in this photograph draws viewers to focus on which of the following?

The subject's facial expression

Literal Comprehension

The understanding of the written meaning of a passage - is what is actually stated (facts and details). The first level of comprehension.

Alphabetic Principle or Graphophonemic Awareness

The understanding that written words are composed of patterns of letters that represent the sounds of spoken words.

Onomatopoeia

The use of words that imitate sounds.

Lay vs. Lie Main difference

The verb "lay" is immediately followed by an object. The verb "lie" does not.

Syntactical

The word's position in the sentence

Word Choice

The words speakers choose should be consistent with their intended purpose and the audience.

Semantic Knowledge

This encompasses the reader's background knowledge of a topic, which is combined with information from the text as the reader tries to comprehend the material.

Squinting Modifier

This modifier error occurs when a modifier is placed between two words and could modifier either one. In other words, the modifier is squinting--looking two directions--to see which word it is supposed to modify. ex. Who was young in the sentence "Joanne's mother left when she was young."

(1) I was indeed going to get a puppy! (2) Having wanted one for so long, my house was completely ready for the arrival of a cocker spaniel we had found out about from the newspaper. (3) I stood at the door peering out anxiously waiting for a sign of my new four legged friend. (4) My father would certainly be home with the puppy soon. (5) Sure enough, after about fifteen minutes, I saw my dad pull into the driveway. (6) I rushed outside. (7) To my surprise there were two puppies in the back seat wagging their tails in excitement. (8) My dad had kept his promise! Which of the following sentences reflects the appropriate comma placement in sentence 7?

To my surprise, there were two puppies in the back seat, wagging their tails in excitement.

Homophones

Two or more words that have the same pronunciation but different meanings and spelling, e.g., wood, would, cite, sight.

Heteronyms

Two or more words that have the same spelling but different pronunciation and meaning, e.g., Polish/polish.

Homographs

Two or more words that have the same spelling or pronunciation but different meanings, e.g., stalk (part of a plant)/ stalk (follow)

Anapestic

Two unstressed syllables followed by a stressed syllable in poetry.

Meiosis

Understatement; the presentation of a word or phrase with under-emphasis in order to achieve a greater effect

How can a student greater understand linguistic dialects?

Use simple surveys & do research by asking participants their familiarity with certain words, words they use day-to-day &/or words they have heard but whose meaning they are unfamiliar with.

Rhyme

Used to provide pleasure in the sound and cadence of a poem; often associated with music and beat

When instructing students about resume writing, it is most appropriate for the teacher to emphasize the importance of which of the following?

Using formal and sophisticated language

The following is an excerpt from a ninth-grade student's narrative. The ball was a blur of color, and Henry hurtled toward the goal. He positioned himself just in front of it, but he was a moment late. The ball swooshed past him, and the other team bounded about victoriously. Henry sank to the ground in dismay, and the crowd's roar echoed around him. To best improve the paragraph, the teacher should suggest that the student

Vary the sentence structure to improve the flow.

Perfect tense

Verb form whose action is completed. "had seen" or "have seen"

Verbs are often what?

Verbs are often sentence predicates (predicate is the part of a sentence or clause containing a verb and stating something about the subject (e.g., "went home" in "John went home")

Visual Aids

Visual aids, like body language, should enhance a message. Many visual aids can be distracting and detract from the message.

Middle English Period

Was triggered by the French bringing about the development of language during the Norman Conquest in 1066

Inferential or Interpretive Comprehension

What is implied or meant, rather than actually stated. The second level of comprehension.

Apostrophe

When a character turns away from the audience and directly addresses an absent person or a personified quality. Allows the character the opportunity to think aloud.

Symbolism/ Symbol

When a writer uses visible objects or action to suggest some further meaning. The writer reveals symbolism in the work by repetition, using dramatic scenes, description, or dialogue.

Syntax and Contextual Information

When children encounter unknown words in a sentence, they rely on their background knowledge to choose a meaning that makes sense.

Not Only and But Also

When not only is followed by but also (or simply but), it's considered good form to make sure the parts that follow each set of words are formatted the same way - and you also need to put words like "know" before "not only".

What to be mindful of relative to inconsistent verb tenses.

When the main narrative is in the past tense, the reference to something occurring earlier should be in the past perfect tense; when narrative is in the present tense, the reference should be in the present perfect tense. ~iow - verb tenses shouldn't be going back and forth incorrectly between -ed, -ing, & -s

Active Voice

When the subject of the sentence performs the action. Ex: The brown bear caught a salmon.

Relative Adverbs are . . .

When, Where, or Why

Setting

Where and when the action takes place

Line

Where ideas are expressed through a series of lines

Extended metaphor

Where the entire work is organized into a comparison.

Body language

While animated body language can help a speech, too much of it can be distracting. Body language should help convey the message but not detract from it.

What is the Difference between Dialect & Diction?

While dialect refers to a group as a whole, diction is relative to the choice of words &/or how an individual character speaks. "I'm heading uptown for the evening" vs. "I'm going out for a night on the town" being said by different characters in the same story.

Relative Pronouns are . . .

Who, Whom, Whose, That, or Which

Who and Whom

Whom is an objective pronoun (An objective pronoun acts as the object of a sentence—it receives the action of the verb. The objective pronouns are her, him, it, me, them, us, and you); it should be used to refer to the object of a sentence. If you're stuck, you can try this formula: if the pronoun can be replaced by he or she, then use who. if the pronoun can be replaced by him or her, then use whom (you can also look for the preposition).

Relative clause

Will contain and subject and verb, will begin with a relative pronoun, or a relative adverb, will function as an adjective, answering the questions: What kind? How many? or Which one?

Verbs

Words for actions of states of being

Noun

Words for persons, places or things. girl town house Frequently the subject of a sentence

Adjectives

Words modifying a noun or other adjective. Examples with their relative nouns or adjective... big girl red ball great big house

Compound Words

Words that consist of two single words that are used together to give a more specific meaning. Can be nouns or adjectives. Noun examples: footsteps, countertop, gunshot, housewife Adjective examples: paint-chipped, two-person, beat-up There can be hyphenated nouns & visa-versa also.

Figure of Speech - Figurative language

Writing or language not meant for literal interpretation; instead, these words are out of their literal meaning or out of their ordinary use in order to add beauty or emotional intensity or to transfer meaning by comparing or identifying one thing with another. Figures of speech may include simile, metaphor, personification, hyperbole, or symbolism.

Pantheism

a philosophy according to which God is omnipresent in the world, God is everything and everything is God

Aphorism

a pithy observation that contains a general truth, such as, "if it ain't broke, don't fix it.

Parable

a simple story used to illustrate a moral or spiritual lesson, as told by Jesus in the Gospels

idiom

a word or expression that cannot be translated word for word in another language, such as "I am running low on gas" and is associated with a particular ethnic, age, socioeconomic, or professional group

octave

eight line stanza

Which of the following concepts for a political advertisement illustrates the bandwagon technique being used to persuade people to vote for a certain candidate? A group of individuals are shown leaving their homes to join a crowd walking down the street, following in a parade behind the political candidate, carrying a sign that states "Join us!" Read the information below; then answer questions #25-29 that follow. An English teacher is planning to have students read and interpret the poem "Sympathy" by African-American poet Paul Laurence Dunbar. The teacher explains to the students that Dunbar was the son of former slaves and that his writing draws on stories of life on the plantation, particularly on his parents' stories of their experiences. Sympathy I know what the caged bird feels, alas! When the sun is bright on the upland slopes; When the wind stirs soft through the springing grass, And the river flows like a stream of glass; 5 When the first bird sings and the first bud opes, And the faint perfume from its chalice steals — I know what the caged bird feels! I know why the caged bird beats his wing Till its blood is red on the cruel bars; 10 For he must fly back to his perch and cling When he fain would be on the bough a-swing; And a pain still throbs in the old, old scars And they pulse again with a keener sting — I know why he beats his wing! 15 I know why the caged bird sings, ah me, When his wing is bruised and his bosom sore,— When he beats his bars and he would be free; It is not a carol of joy or glee, But a prayer that he sends from his heart's deep core, 20 But a plea, that upward to Heaven he flings — I know why the caged bird sings! By providing students with the preliminary background of Dunbar's family, the teacher best promotes students' comprehension of the

extended metaphor

Quintet

five line stanza

Quatrain

four line stanza

Graphophonics

involve the letter-sound or sound-symbol relationships of language. Readers identifying unknown words by relating speech sounds to letters or letter patterns are using graphophonic cues. This process is often called decoding.

Imagism

led by Ezra Pound and Amy Lowell, rejected nineteenth-century poetry and were looking for clarity and exactness, the poems were usually short and built around a single image

Exposition

portion of a story that introduces important background information to the audience; for example, information about the setting, events occurring before the main plot, characters' back stories, etc.

Diction

refers to the author's choice of words, expressions, and style to convey his or her meaning also means the right word in the right spot for the right purpose

When the teacher asks students how the title of the poem relates to the theme, the most supportable student response is that the speaker

relates to a caged bird's desire for freedom.

septet

seven line stanza

sestet

six line stanza

In medias res

the literary and artistic narrative technique of relating a story from the midpoint, rather than the beginning

Tercet

three line stanza

imply

to hint at something

infer

to make an educated guess

Couplet

two line stanza

To best help students identify the meaning of the word "keener" in line 13, the teacher should have them

use the context clues surrounding the word