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

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You and I/Me

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

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Less and Fewer

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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).

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Who and Whom

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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".

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That and Which

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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".

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Not Only and But Also

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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

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idiom

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to hint at something

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imply

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to make an educated guess

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infer

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

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First, Second, and Third Person

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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

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Diction

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

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Discourse

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

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Heroic Couplet

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

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Parable

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

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In medias res

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programs or projects are typically assessed during their development or early implementation to provide information about how best to revise and modify for improvement, students need numerous experiences of evaluation through the entire project/work

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Formative Assessment/Evaluation

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programs or projects are assessed at the end of an operating cycle, and findings typically are used to help decide whether a program should be adopted, continued, or modified for improvement

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Summative Assessment/Evaluation

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assesses a piece of the writing as a whole, usually a paper is first read quickly to get a general impression

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Holistic Evaluation

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Represented by Sartre, it is a philosophical theory or approach that emphasizes the existence of the individual person as a free and responsible agent determining their own development through acts of the will

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Existentialism

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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

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Imagism

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a movement started by French writers Jules and Edmond de Goncourt with their novel Germinie Lacerteaux (1865) but its real leader is Emile Zola who wanted to bring a "slice of life" to his readers, the most important novelist in English is Theodore Dreiser (Sister Carrie)

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Naturalism

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a philosophical doctrine according to which there is no absolute truth, William James

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Pragmatism

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

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Pantheism

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one of the most important movements in American art, began in the 40's with artist such as Koonin, Rothko, and Gorky, the paintings are usually large and nonrepresentational

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Abstract Expressionism

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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

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Piaget's Learning Theory Stages

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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

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SQ3R Method

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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.

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Allegory

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An "in medias res" story told or sung, usually in verse, and accompanied by music. Coleridge's masterpiece, "The Rime of the Ancient Mariner."

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Ballad

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A letter that was not always intended for public distribution, but due to the fame of the sender and/or recipient, becomes widely known. Paul wrote epistles that were later placed in the Bible.

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Epistle

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a fictional story, in prose or verse, that features animals, mythical creatures, plants, inanimate objects, or forces of nature that are anthropomorphized and that illustrates or leads to an interpretation of a moral lesson.

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Fable

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It is a traditional narrative often focusing on a specific location or specific historical figure. Like the myth, a legend often provides an etiological narrative, and it often fills in gaps in historical records. Unlike myths, legends usually do not involve powerful gods or world-altering supernatural events--though they can to a small degree.

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Legend

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Storied that are more or less universally shared within a culture to explain its history and traditions.

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Myth

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The longest form of fictional prose, have the most complex plots. Some of the great novelests include Austen, the Brontes, Twain, Tolstoy, Hugo, Hardy, Dickens, Hawthorne, Foster and Flauben.

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Novel

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14 lines (octave: a b b a a b b a) and (sestet: c d e c e d or similar)

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Italian/Petrarchan Sonnet

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14 lines composed of three quatrains and a terminal couplet in iambic pentameter with the rhyme pattern: abab cdcd efef gg

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Shakespearean/Elizabethan Sonnet

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14 lines: a b a b , b c b c , c d c d , e e

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Spenserian Sonnet

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eight-line stanza with a rhyme scheme of: abab abcc

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Octavia Rima

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a literary device defined as un-rhyming verse written in iambic pentameter. In poetry and prose, it has a consistent meter with 10 syllables in each line (pentameter); where, unstressed syllables are followed by stressed ones and five of which are stressed but do not rhyme. It is also known as un-rhymed iambic pentameter. (In Paradise Lost)

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Blank Verse

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Intro - conflict development - climax - resolution

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Dramatic Arc

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conflicting or directly opposite ideas expressed near one another within the same sentence, such as "Setting foot on the moon may be a small step for a man but a giant step for mankind."

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Antithesis

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A focused, succinct expression about life from a sagacious viewpoint. It is a statement of truth or opinion expressed in a concise and witty manner. The term is often applied to philosophical, moral and literary principles. "Whatever is begun in anger ends in shame."

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Aphorism

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An address to an absent or dead character, an abstract idea, or an inanimate object.

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Apostrophe

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A pause, usually signaled py punctuation, in a line of poetry. The earliest usage occurs in Beowulf.

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Caesura

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A comparison, usually in verse, between seemingly disparate objects or concepts. A figure of speech in which two vastly different objects are likened together with the help of similes or metaphors.

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Conceit

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A meaning that is implied by a word apart from the thing which it describes explicitly. Words carry cultural and emotional associations or meanings in addition to their literal meanings or denotations. Can be an emotional meaning, and can be the opposite of literal.

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Connotation

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The repeated usage of similar consonant sounds, most often used in poetry. Further, this device needs to be distinguished from alliteration. In contrast to alliteration, this involves repetition of consonant sounds only.

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Consonance

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Literal or dictionary meaning

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Denotation

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background information about characters meant to clarify and add to the narrative or the initial plot element that precedes the buildup of conflict

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Exposition

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Poetry that does not have any predictable meter or patterning.

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Free Verse

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Exaggeration

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Hyperbole

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Two elements in a set five-foot line of poetry. An iamb is two syllables, unaccented and accented, per foot or measure. Pentameter means five feet of these iambs per line, or 10 syllables.

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Iambic Pentameter

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An atypical sentence order to create a given effect or interest. (Like how Yoda speaks)

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Inversion

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Another way to describe a person, place, or thing so as to avoid prosaic repetition. Also called a riddle that consists of a few lines of ______s which describe someone or something in confusing detail. It is also described as a compressed metaphor that means meanings illustrated in a few words. For example, a two-word phrase "whale-road" represents the sea.

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Kenning

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Verse characterized by ingenious wit, unparalleled imagery, and clever conceits. The greatest poet in this category is John Donne.

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Metaphysical Poetry

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Use of an object or idea closely identified with another object or idea to represent the second. The suits were at meeting. (The suits stand for business people.) Hit the books. (Means go study.) Let me give you a hand. (Hand means help.)

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Metonymy

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A key, often repeated phrase, name, or idea in a literary work.

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Motif

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A specific 8-line stanza of poetry whose rhyme scheme is abab abcc Lord Byron's "Don Juan"

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Octavia rima

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A seemingly contradiction that is nevertheless true.

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Paradox

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A type of close repetition of clauses or phrases that emphasize key topics or ideas in writing

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Parallelism

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Giving human characteristics to inanimate objects or concepts.

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Personification

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A poetic stanza composed of 4 lines. A Shakespearean or Elizabethan Sonnet is made up of three of these and ends with a heroic couplet.

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Quatrain

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A popular literary device often used in drama to reveal the innermost thoughts of a character. It is a great technique used to convey the progress of action of the play by means of expressing a character's thoughts about a certain character or past, present or upcoming event while talking to himself without acknowledging the presence of any other person. Found in Hamlet

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Soliloquy

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Invented by Sir Edmund Spenser for usage in The Faerie Queene, his epic poem honoring Queen Elizabeth I. Each stanza consists of 9 lines, 8 in iambic pentameter. The 9th line, called an alexandrine, has two extra syllables or one additional foot.

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Spenserian Stanza

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A series of poetic stanzas utilizing the recurrent rhyme scheme of aba, bcb, ded, and so forth. The second-generation Romantic poets used this- Keats, Byron, Shelley, and Yeats.

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Terza Rima

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Writing of genius, keenness, and sagacity expressed through clever use of language. Alexander Pope

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Wit

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Mayflower Compact, William Bradford: relate the hardships of crossing the Atlantic, the misery and suffering of the first winter, contact with Native Americans, and establishment of the Bay Colony of Massachusetts. Poetry by Anne Bradstreet: colonial New England life The History of the Dividing Line, William Byrd: concerning his trek into Carolinian swamps

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Colonial Literature

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Speech of the Virginia House of Burgesses, Patrick Henry: "give me liberty or give me death" speech Farewell to the Army of the Potomac, George Washington's speech

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Revolutionary Period Literature

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Nathaniel Hawthorne...... Children stories: "Cricket on the Hearth" Dark, Brooding Stories: "Dr. Heidegger's Experiment," "The Devil and Tom Walker", and "Rappaccini's Daughter" "The Scarlet Letter" & "The House of the Seven Gables" both focus on loneliness, secrets, societal parties, love, and ultimately triumphing over horrible wrong. Herman Melville...... "Moby Dick" and "Billy Budd" both are at sea, yet the latter shows sacrifice for the greater good. Edgar Allan Poe...... Themes: regional, specific, and American, yet sharing insights about human foibles, fears, loves, doubts, and triumphs.

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Romantic Period Literature

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(Ralph Waldo Emerson and Henry David Thoreau were two Transcendentalism authors) Transcendentalism was based largely on the idea that God is an internal force and that, as His creations, every person and everything has within it a divine spark or an "inner light." The ultimate goal of the human experience, therefore, was to connect to that inner light, and therefore to the so-called "Over-Soul"—that part of God which unifies all living things. Romanticism, on the other hand, had comparatively less to do with God. God, when mentioned, was seen as an external force as opposed to a divine spark within human nature.

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Romantacism vs Transcendentalism

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Walt Whitman- during the civil war Emily Dickinson- attention to nature's details Mark Twain- examines taboo subjects

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Realism

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Eugene O'Neill- Long Day's Journey Into Night, Mourning Becomes Electra, and Desire Under the Elms Arthur Miller- The Crucible, All My Sons, and Death of a Salesman Tennessee Williams- Cat on a Hot Tin Roof, The Glass Menagerie, and A Street Car Named Desiree Edward Albee- Who's Afraid of Virginia Woolf?, Three Tall Women, and A Delicate Balance

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Contemporary American Literature: American Drama

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John Updike (realist)- Rabbit Run, Rabbit Redux Sinclair Lewis- Babbit, Elmer Gantry F. Scott Fitzgerald (paradigmatic) - The Great Gatsby, Tender is the Night Ernest Hemingway- A Farewell to Arms, For Whom the Bell Tolls William Faulkner- The sound, The Fury, Absalom, Absalom! Bernard Malamud- The Fixer, The Natural

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Contemporary American Literature: American Fiction

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First epic piece- Beowulf

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British Literature- Anglo Saxon

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Geoffrey Chaucer: the father of English Literature, wrote the Canterbury Tales Thomas Malory: Le Morte d'Arthur (chivilric imagination)

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British Literature- Medieval

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The most important period because it is synonymous with William Shakespeare, began with importing the Italian Sonnet into England. Shakespeare wrote 154 sonnets, 39 plays, and two long narrative poems.

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British Literature- Renaissance and Elizabethan

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John Milton- Paradise Lost, Areopagitica, Samson Agonistes focuses on Social Commentary and Neoclassicism Jacobean Age gave us John Donne's metaphysical sonnets and his versions of sermons and homilies.

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British Literature- Seventeenth Century

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A time of diversity of expression, neoclassicism became the preferred writing style. Alexander Pope

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British Literature- Eighteenth Century

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An artistic, literary, and intellectual movement that originated in Europe toward the end of the 18th century and in most areas was at its peak in the approximate period from 1800 to 1850. The major themes dealt with homage to nature. First Generation Romantics- William Wordsworth and Samual Taylor Coleridge (Witty, Self-Depricating Second Generation- George Gordon, Lord Byron, Percy Bysshe Shelley, and John Keats Others: Charles Lamb, Jane Austin, and Charlotte and Emily Bronte (Jane Eyre, Wuthering Heights)

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Romantic Period

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Oscar Wilde- satire Robert and Elizabeth Browning- long poetic narratives about love Gerard Manley Hopkins- a Catholic priest who was against materialism so he produced earnest, quasi-religious works Robert Louis Stevenson, the great Scottish Novelist, wrote his adventure/history books for young adults.

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Nineteenth Century/Victorian Period

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Too many to list, but some major novelists were Joseph Conrad, E. M. Foster, Virginia Woolf, James Joyce, Graham Greene, George Orwell, and D. H. Lawrence Poets include W. H. Auden, Robert Graves, T. S. Eliot, Edith Sitwell, Stephen Spencer, Dylan Thomas, Philip Larkin, Ted Hughes, Hugh MacDarmid

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Twentieth Century

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Crime and Punishment The Brothers Karamazov (Psychological Realism)

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Fyodor Distoyevsky's Work

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War and Peace (Psychological Realism)

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Count Leo Tolstoy's Work

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Poems that are an integral part of the worldview of people, in many cases they were originally oral texts that were eventually written down. Examples: Soundiata, an African epic Tunkashila, a Native American epic Gigamesh, the oldest known epic from Mesopotamia Aeneid, a Roman epic Moby-Dick, an American Folk epic

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World Folk Epics

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an inspiring narrative or anecdote about a nation's past, often overdramatize true events, omit important historical details, or add details that have no evidence i.e. Paul Bunyan, The Legend of King Arthur, The Pilgrims and the Mayflower, Pochahontas, George Washington's life and quotes

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National Myth

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Help Students to review material, and help them to see the relationships between one bit of information and another

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Graphic Organizers

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Helps students identify how things are alike and different

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Venn Diagram

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Students need to master

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Note-Taking

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The ability to organize information and ideas is fundamental

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Effective Thinking

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Allows students and teacher to problem solve together

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Think-Aloud

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process and present

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When Children are required to ____and ____using a new structure, comprehension and knowledge of the content area increases and memory retention is enhance

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Students may use mnemonic devices, or memory-related devices

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Study Plans

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Survey, Question, Read, Reflect, Recite, and Review

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SQ4R

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Engage students is a dialogue about specific portions of a text. The main purpose of this type of activity is to guide the children to construct meaning and to monitor reading comprehension. Dialogue Structure: 1. Summarizing the content of a passage 2. Asking a question about the main idea 3. Classifying difficult parts of the content 4. Predicting what will come next

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Reciprocal Teaching

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Directed Reading/Thinking Activity. This teacher directed activity helps the students to establish a purpose for reading a story or reading a expository writing form a content book. The teacher models the process of creating and correcting predictions as the story progresses to strengthen comprehension. Three main steps: 1. Sample the text to develop background: Children are guided to read the title, look at pictures or any kind of visual representations, and read some sample lines from the text to develop hypothesis about the content of the text. 2. Make predictions: Students make predictions based on a sample of the text. 3. Confirm or correct predictions: Children read the text and engage in follow-up activities to corroborate fit eh predictions were correct.

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DRTA

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*Record selected passages that students can list to while reading alone with the text *Pair Children in groups of different linguistic levels and degree to create a peer-support system *Introduce the technical vocabulary prior to reading. *Introduce elements such as connotation (implied meaning), denotation (literal meaning), and idioms in the way they are used in the text. *Teach content vocabulary through direct, concrete experiences as opposed to definitions. For example, Bayou is exclusively used in Texas and Louisiana, but it is very difficult to explain without seeing it. *Introduce instructional strategies for self-monitoring reading comprehension. Students read aloud and then pause to question themselves about the meaning.

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Reading Comprehension in the Content Areas

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Include analysis, synthesis, and evaluation.

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Critical Thinking Skills

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Categorizes the levels of thinking required in order to ask and answer questions. *Recalling information=Knowledge *Understanding information=Comprehension *Analyze ideas presented=Analysis *Make Inferences=Analysis *Assess their inferences=Evaluation *Draw Conclusions about ideas=Synthesis *Apply ideas to new situation=Application

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Benjamin Bloom's Taxonomy (1956)

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specific recommendation is made from the Admission, Review, and Dismissal (ARD) and/or the language Proficiency Assessment Committee (LPAC), when taking the basic skills test (STARR)

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Linguistic Accommodations can be allowed for ELLs if a

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Print, Visual, Electronic

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Types of Media

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Charts, Graphs, Tables, Pictures

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Visual Images

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the ways in which the overall visual design appeals to the reader (e.g., through detail, layout, use of color)

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Visual Impact

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the ways in which the design of the piece creates a sense of unity and wholeness (e.g., by use of shapes, line, imagery)

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Visual Coherence

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using design features to generate a certain effect (e.g., through varying size, colors, clip art, etc.)

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Visual Salience

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the layout of the page to create a unique pattern, especially one that is understandable to the reader (e.g., through consideration of how the different aspects of the layout might be arranged)

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Organization

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Teach children to write the way real writers write, Dr. Donald Graves, 2003

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Process Writing

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*Dictate an idea or a complete story, *Use initial sounds in their writing, *Use scribbles, pictures, symbols, letters, and/or known words to communicate a message, *Understand that writing symbolizes speech

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Characteristics of Emerging Writers

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*Understand that a written message remains the same each time is it read, *Utilize their knowledge of sounds and letters as they progress through the stages of spelling development, *With modeling and assistance, incorporate feedback in revising and editing their own writing, *Begin to use conventional grammar, spelling, capitalization, and punctuation

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Characteristics of Early Writers

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*Use prewriting strategies to achieve their purposes, *Address a topic or write to prompt creatively, and independently, *Organize writing to include a beginning, a middle, and an end, *Consistently use conventional grammar, spelling, capitalization, and punctuation, *Revise and edit written work independently and/or collectively, *Produce many genres of writing

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Characteristics of Newly Fluent Writers

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*Have an improved sense of audience, *Can write from different points of view, *Have more skills in revising and editing their own and other's work, *Show a wide range of skill in writing, *Like to experiment with voice and new forms of writing

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Characteristics of Fluent Writers

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Brainstorming, Semantic, Mapping, Outlining, Reading, and Researching

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Some steps you go through to complete a written product

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Expressive, Informative, Persuasive

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Various Audiences and Purpose

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Letter , Poem, story, play; Peer Conferences

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Use of Text Genres, Structures, and Strategies

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Drafting, Editing, Revising, Proof-reading, and Publishing

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Other steps to go through

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Best-known system is 6+1 Trait Writing - emphasizes seven elements of the writing process: *Organization - the internal structure of the sample, *Ideas - how ideas are presented in the sample, *Voice - the uniqueness of the author and how ideas are projected, *Word Choice - the vocabulary used to convey meaning, *Sentence Fluency - the flow of ideas and the use of connectors, *Conventions - the use of capitalization punctuation, and spelling, *Presentation - how the final product looks in print

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New Trends in Writing

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*Organization/Progression *Development of Ideas *Use of Language/Conventions

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TEA - STARR focus

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Narrate, Describe, Explain, and to Persuade

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Main function of Writing

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is a story or an account. The account may be autobiographical to make a point. The Narrative may e fiction or nonfiction.

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The Narrative

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is to provide information about a person, place, or thing. It can be fiction or nonfiction (i.e., advertising)

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Purpose of Descriptive Writing

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is to explain and clarify ideas (i.e., history book)

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Purpose of Expository Writing

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is to convince the reader of something. Persuasive usually presents a point, provides evidence, which may be factual or anecdotal, and supports the point. The structure may be very formal, with counter position and counterarguments.

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Purpose of Persuasive Writing

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Knowing who will read the work allows the writer to adjust form manuscript to cursive writing, to employ simple vocabulary or not, and to omit complex sentences or not.

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Audience

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The language should fit the occasion. Do you want to evoke sympathy, questions, or joy. The writer needs to think how it will effect the audience.

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Occasion

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Helps to determine the format (narrative, expository, descriptive, or persuasive) and the language of the writer.

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Purpose

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*Functional - used to achieve a specific purpose like labeling a classroom, grocery list... *Journal (Personal, dialogue, Reflective, and Learning Logs)

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Types of Writing

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4th or 7th grade on the TEA website under Student Assessment/STAAR under writing

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Browse STARR writing Test

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1. Print carries meaning and it conveys a message 2. Spoken words can be written and preserved 3. English reading and writing follows a specific direction; that is, from left to right, and top to bottom 4. Spoken language is composed of phonemes, and these sounds can be represented by specific letters of the alphabet (alphabetic principle). 5. As an alphabetic language, English has a sound-symbol correspondence but often it is inconsistent. 6. Spoken language can be used as a foundation for spelling (phonics).

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Transitioning from Oral Language to Written Communication kids must develop an understanding the following concepts:

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Scribbling, Pseudo-Letters, Random Letters, Invented, Transitional, and Conventional.

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Spelling Stages

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Pretend to be writing. Will follow left to right and top to bottom. An awareness of the difference between writing and drawing to communicate.

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Scribbling

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Attempt to create forms that resemble letters, but not always identifiable. Awareness that the alphabet contains characters of different shapes and try's to draw.

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Pseudo-Letters

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Write letters randomly, no clear connection to phonemes, possibly beginning to understand word boundaries.

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Random Letters

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Start connecting sounds (phonemes) and the letters (graphemes) to create words resulting in nonstandard writing. Might write M for mother and possible recognized the word. Could put strings of letters to represent work like "prk" for Park.

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Invented Spelling

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Start noticing visual clues and develop a knowledge of word structure. Sight word training becomes very important. Attempt self-correcting, double vowels still could be a problem, Inflectional endings may start in writing samples (plurals, comparative, superlative, past tense, and present progressive).

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Transitional Spelling

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Can spell most words but still may have problems with consonant digraphs, homonyms, contractions, compound words, as well as prefixes, suffixes, and more difficult letter combinations.

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Conventional Spelling

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Modeling, Sentence builders, Punctuation exercises, Identifying common grammar problems

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Writing Conventions

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One of the best tools to introduce effective writing.

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Modeling

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One of the typical problems found in writing samples from children is the use of fragments. Use a list of words by syntactic categories (articles, adjectives, nouns, verbs, and conjunctions and have children to produce sentences. the kids can then follow up by reading the sentences ot see if they make sense.

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Sentence Builders

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Give sentences that need punctuation to deliver intended idea. Have children add or correct punctuation to right format.

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Punctuation Exercise

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When two vowels produce one sound, e.g., ea as in beach

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Vowel Digraph

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When more than one consonant produces only one sound, e.g., th in thought

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Consonant Digraph

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Transition word or phrases to connect ideas or paragraphs

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Connecting

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Conjunctions (and, but, or, nor, or yet) a comma goes in front of the conjunction, Two sentences joined by a semicolon and lower case is used after the semicolon, and dependent and independent clauses. For example, the sentence "Although Dora is my friend, she did not vote for me." The last statement makes since by itself, but it becomes a more complete sentence when used together.

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Minimizing the use of choppy sentences in compositions

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Rubistar: http://rubistar.4teachers.org

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Editing Rubrics can be created with the help of a website

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Students go from "Learning to Read" to "Reading to Learn"

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Transition in for Upper Elementary

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Chronological order relates to events in a temporal sequence from beginning to end, Cause and effect relationships between described events, with the causal factors identified or implied, Problem description, followed by solutions, comparisons and/or contrast to describe ideas to readers, and Sequential materials, presented as a series of directions to be followed in a prescribed order.

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Structure of Text

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Activating prior knowledge, Predicting or asking questions, Visualizing, Drawing inferences, Synthesizing information, Repairing understanding, Confirming predictions, Using parts of a book, Reflecting,

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Reading Strategies

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Looking for specific information in text, using headings, indices, boldface and italics to guide

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Scanning

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Read major headlines, table of contents, bold letters, graphic materials, and summary paragraphs for main idea

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Skimming

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Know, Want to Know, Learned and still want to learn

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KWL Chart

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When the readers take what they know, garner clues from the text, and think ahead to make a judgment, discern a theme, or speculate about what is to come.

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Inferring

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Combining new information with existing knowledge to form an original idea or interpretation. Reviewing, sorting, and sifting important information can lead to new insights that change the way readers think.

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Synthesizing Information

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A particular type of literature that can be classified in multiple categories.

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Genre

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Comprises of stories that have their roots in the oral tradition of storytelling and have been handed down from generation to generation. It can also include the more modern versions.

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Traditional Literature

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Animal tales, Fables, The Pourquois tales, Wonder tales, Noodle head tales, Cumulative tales, Tall tales, Ghost stories

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Folk Literature

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Characters are animals exhibiting human characteristics (Anansi the Spider)

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Animal Tales

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Main characters are also animals and these present a moral (The Tortoise and the Hare)

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Fables

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Stories from around the world that explain how things were created. Every culture may have a different version of the way things were created (The Legend of the Bluebonnet)

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The Pourquois Tales

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Stories of enhancement in faraway lands. Traditionally, it presents the themes of good vs. evil (Snow White)

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Wonder Tales

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Stories of lovable fools. Include individuals that are not very bright, but manage to survive and offer succeed (Puss and Boots)

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Noodle Head Tales

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Stories in which the information is presented in a sequence and all the events in the sequence are repeated (The Gingerbread Man and The three little Pigs)

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Cumulative Tales

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The story of legendary people or fictitious characters that manage to accomplish great things in life (Paul Bunyan, John Henry, and Pecos Bill)

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Tall Tales

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Used to described literature other than traditional European stories. Traditionally, these are stories from countries throughout the world that are written by people from those countries.

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Multicultural Literature

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Used to describe literature written by members of a particular cultural group to represent their own historical development and culture.

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Authentic Multicultural

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Presents make-believe stories that are the product of the author's imagination (Harry Potter)

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Modern Fantasy

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Fiction that is set in the past. Often has real people and real events depicted, with fiction laced around them.

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Historical Fiction

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Have the real world as their point of origin. Help to expand the knowledge of children when they are studying a topic; however, these books need to be evaluated for accuracy, authenticity, and inclusion of the salient facts.

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Nonfiction

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Deals with the lives of real people. Autobiography deals with he life of the author.

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Biography

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Difficult to define for children, except as "not Prose." Use of words to capture something: a sight, a feeling, or perhaps a sound. " The Owl and the Pussycat", Mother Goose rhymes, limericks, and haiku are all poems or types of poems for young children.

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Poetry

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*Information about the story including the author and illustrators, the publishing company, and even the International Standard Book number (ISBN) *Terminology to describe the characters of the story (the protagonist, the antagonist or villain, animals, humans) *Point of View of the author can be multiple views (first person, omniscient, limited, subjective consciousness) *The Narrator will convey information that might seem unnatural coming from a character in the story *The setting refers to the geographical location and the general environment and historical circumstances of the story *The Plot tells us what happens and the theme tells us why it happens

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Concepts and Terminology for Literature

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The author is one of the characters of the story and the narrator

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First Person Point of View

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The Narrator is an outsider who knows what the characters are thinking or feeling

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Omniscient Point of View

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The Narrator guides readers to see the story from a point of view of one of the characters

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Limited Point of View

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The Narrator is not a character in the story

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Subjective Consciousness

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Examples: Problems of growing up and maturing, linguistic and cultural adjustment, love and friendship, family issues, and achieving one's identity

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Themes

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Exposition, Dialogue, Vocabulary, Imagery, Tone, Analysis of the Story

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Literary Style

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It is usually used to introduce the background information and to understand or introduce characters

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Exposition

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Communication among the characters

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Dialogue

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Word choice, use of concrete vs. abstract terminology (i.e., Is the vocabulary appropriate for the intended audience?)

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Vocabulary

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The use of words to create sensory impressions. It conveys sights, sounds, textures, smells, and tastes. Imagery includes the collection of images used to create an emotional response in the reader

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Imagery

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The author's mood and manner of expression. It might be humorous, serious, satirical, passionate, sensitive, childlike, zealous, indifferent, poignant, or warm.

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Tone

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It might be multicultural or traditional, or include possible stereotypes, sexism, religious issues, controversial elements, or words or ideas that might create controversy.

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Analysis of the Story

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Setting, Characters, Problems encountered by characters, attempts at a solution to the problem, successful solution, and ending.

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Story Grammar

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TEKS (www.tea.state.tx.us) You must know the TEKS covered for your grade levels.

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Reading Comprehension Skills

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Activates prior knowledge of reading material or new prior knowledge is formed, and interest is stirred up.

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Pre-Reading Activities

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Have students predict the purpose of the reading to allow them to identify key points.

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Setting the Purpose for Reading

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Questioning technique guides the student to question facts, the intent of the author, and also check the answers through text verification.

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Linking Prior Knowledge to New Knowledge

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Crucial to integrating reading, writing, listening, and speaking towards the goal of developing comprehension.

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Conversation

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Research-based method that develops comprehension. Done in small groups of four students take on a role and practice four key comprehension strategies. *Summarizing *Questioning *Clarifying *Predicting

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Reciprocal Teaching

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Only one answer is correct

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Convergent

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More than one answer is correct

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Divergent

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Literal, Inferential, and Applied

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Levels of Questioning

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Easily answered and easily located in the text.

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Literal

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Students must draw conclusions, e.g. about a feeling, a new idea; "reading between the lines."

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Inferential

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Creative questions that extend beyond the text, e.g., "So what does this mean for us?" or "What would you have done if you were ____?"

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Applied

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Strategy to make a direct connection between the vocabulary or words they are learning in the classroom and those they may have seen, heard, or learned.

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Semantic Mapping

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Student reads 95% of the words correctly

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Independent Reading Level

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Student reads 90-94% of the words correctly

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Instructional Reading Level

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Student reads 89% or fewer words correctly

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Frustration Reading Level

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Comprehensive questions, retell a story, observations, checklist of competencies, skills, or requirements

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Informal Reading Inventories

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A written explanation on how you solved a problem or how you did a project.

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Anecdotal Records

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Include a students understanding, make inferences, predict, five reasons for the inferences they make, write about the authors use of craft and style, make connections to self, other text(s), and the world.

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Writing Journals

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The way that children approach a written work in order to decode and obtain meaning from it.

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Word Analysis

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Needs to be practiced daily in the classroom.

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Vocabulary Building

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Method of teaching beginners to read and pronounce words by teaching them the phonetic value of letters, letter groups, and syllables. First is single letters, letter sounds, blends and digraphs, blends and digraph sounds, and vowels and vowel sounds in isolation, and in a highly sequenced manner.

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Phonics

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Edward Dolch in 1948 identified 220 of the most frequently used words in the English language. Sight words.

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Dolch Words

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Using context clues like semantic, syntactic, and structural.

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Decoding Clues

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Requires child to think about the meaning of words and what is already known about the topic being read. Teacher can activate prior knowledge about the bird, and to develop an expectation that the selection may contain words associated with hawks, such as predator, carnivorous, food chin, and wingspan.

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Semantic Clues

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Word order in a sentence might also provide clues to readers. For example, in the sentence, "Hawks are," the order of the words in the sentence can lead students to words such as carnivorous, predators, or other descriptions for the bird. A picture could also help identify words. Context clues combined with other clues such a phonics and structural clues, accurate word identification is possible.

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Syntactic Clues

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Groups of letters that frequently occur within words, which are called morphemes. These can be taught.

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Structural Clues

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Can change the syntactic classification of the word. By adding a morpheme to a word it can change from an adjective to an adverb. Root: Bio, Meaning: Life, English word: symbiosis, Spanish word: simbiosis. In the form of prefixes, suffixes, come from foreign languages like Greek or Latin with relatively consistent meaning (i.e. pre=before, anti=against, and sub=under).

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Derivational Morphemes

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Do not change the syntactic classification and typically follow derivational morphemes in a word. native to English and always follows a suffix. There are eight inflectional endings.

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Inflectional Morphemes

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*Short Plural -s, e.g., two cars, three pens. *Long Plurals after ch, sh, s, z, and x, e.g. churches, washes, cases, and boxes. *Third person singular s, e.g., Mary walks quickly. *Possessive -'s, e.g., Martha's boy. *Progressive -ing, e.g. She is walking. the gerund is not included in this group, i.e., Walking is good for your health. *Regular past tense -ed, e.g., he worked very hard. *Past participle -en or -ed, e.g., She has beaten the system, or It has been ruined. *Comparative and superlative -er (better) and -est (best), e.g., "Alex Rodriquez is better than Derek Jetter," or He is the richest player in the major leagues.

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Eight Inflectional Morphemes

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Words with the same sound or spelling but differ in meaning (i.e. Club is a place to socialize or a wooden stick).

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Homonyms

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Words that sound the same but are spelled differently and have different meanings (i.e. blew and blue).

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Homophones

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Words that are spelled way but have more then one pronunciation and differ in meaning (i.e bow is front part of a ship and bow meaning a red bow). the Japanese ambassador wore a red bow and stood and the bow of the ship and graciously bowed to the audience.

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Homographs

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When two independent words are joined to create a new word. For example, birdhouse, butterfly, nightmare, and brainstorm.

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Compound Words

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Use Miscue Analysis

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Assessing Word Identification

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Process to use: Select reading material a bit above reading level. Have child read with no help from you. record reading, ask questions about the story, let the reader listen to the recording and analyze it, look for consistent miscues and pay special attention to initial and final blusters/blends and digraphs.

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Miscue Analysis

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The ability to decode words quickly and accurately in order to read text with appropriate word stress, pitch, and intonation patter (or prosody).

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Reading Fluency

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The quick and accurate recognition of letters, words, and language conventions.

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Automaticity

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Prerequisite for language comprehension.

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Fluency

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1st grader should read about 60 words correct per minute (wcpm) and the rate should increase by 10 words for each grade. Formula I words read per minute - minus errors = words per minute. Middle school should be able to read about 120-150 wcpm.

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Reading Expectations

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Allow the student to read the same story repeatedly to develop fluency.

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Guided Oral Repeated Reading

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Reading in group (at the same time)

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Choral Reading

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Pair a proficient ready with an Ells or struggling readers.

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Pairing Students

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Offers pictures, stories, read along, ability to click on word to get pronunciation and meaning.

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Interactive Computer Programs

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Boosts reading comprehension, guiding the child to read silently and continuously for about 20 min a day.

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Silent Sustained Reading (SSR)

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3 key components of fluency instruction: rate, accuracy, and expression (prosody), each aspect can be evaluated.

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Timed Reading

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Read aloud, shared reading, guided reading, and independent reading

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Key components of a balanced literacy program

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Includes: Teacher-directed reading to students (read-aloud), Shared reading, guided reading and reading workshops, Student directed reading and independent reading, Teacher directed writing, writing to/for students as part of the classroom routines, and process writing, Shared writing as in language experience/interactive writing, writing work-shops, Student directed writing and independent writing activities

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Balanced Reading Program

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Child's ability to understand that words have smaller components called sounds, and that these sounds together create syllables and words.

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Phonemic Awareness

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The ability to recognize and manipulate components of the sound system of a language. It includes the ability to segment words into smaller units like syllable and phonemes (sound). This also encompasses the ability to identify and separate words within a sentence, identify stress in individual words, and identify the intonation pattern used in sentences.

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Phonological Awareness

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Refers to the ability to conceptualize and separate words into their basic pronunciation components, which are syllables. For example, the word "elegant" contains three syllables (el/e/gant)

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Syllabication

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Taught with nursery rhymes, short poems, or stories.

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Phonemic Stress

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Taught with Tongue Twisters like Peter Piper picked a peck of pickled peppers. The /p/ sound is emphasized teaching sound symbol correspondence.

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Alliteration

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Main Stress and Secondary Stress. For example, "present" can have two meaning. If the stress is on the first syllable (PREsent), it becomes a noun; but if it is on the second syllable (preSENT), it becomes a verb.

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Word Stress

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Describes the pitch contour of a phrase or sentence. In the question below, the rising point at the verb "are" makes the utterance a question, while a slight change of intonation to the pronounce "you" changes the utterance to a reply to the question. Question: How ARE you? Reply: How are YOU?

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Intonation Pattern

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The ability to connect letters with sounds, and to create words based on these associations.

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Alphabetic Principle

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Pre-alphabetic phase, Partial alphabetic phase, Full alphabetic phase, Consolidated alphabetic phase

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Stages to learning the Alphabetic Principle

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Identify by logos like Wal-mart or Burger King, but they are not connecting letters to sounds.

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Pre-alphabetic phase

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Block playing and concrete letter objects, connect shapes of the letters with the sound that they represent. Exposed to children's literature and books in which the sound symbol correspondence is carefully controlled. They start to connect initial letters to their peers like "n" to Nancy.

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Partial alphabetic phase

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Start making connections between letters, the sounds that they represent, and the actual meaning of the word.

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Full alphabetic phase

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Conceptualizing that they can use components of words they know to decode new words. They begin discovering how they can create new words with the use of onsets, rhymes, and other letter sequences. One of the main purposes of phonics instruction at this stage is to guide children into understanding the connection between the grapheme and phoneme and the sequence that they create to form words and sentences. This expands the number of words that can be recognized instantly (sight words).

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Consolidated alphabetic phase

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Pictographic, Syllabic, and Alphabetic

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Types of Writing Systems

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Words, ideas, and concepts are represented with a visual or image

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Pictographic writing Systems

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Syllables are depicted through the use of unique symbols

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Syllabic Writing Systems

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Sounds of the language as a basic unit for writing

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Alphabetic Writing Systems

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English has 22 graphemes (letters) to represent 44 phonemes (sounds). Consonants and Vowels. 5 letters represent 12 vowels sounds.

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Grapheme-Phoneme Correspondence of English

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Emergent Readers, Early Readers, and Fluent Readers

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Stages of Reading Development

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Understand print contains meaningful information, imitate the reading process and display basic reading readiness skills like directionality movement (I.e. eye movement form top to bottom and from left to right). Participate in shared reading activities and are able to follow and match words with their pronunciation when teachers point to the words as they are read. Using illustrations embedded in the texts to support comprehension, Listen and follow a story attentively and can easily develop an awareness of the story structure, draw the story and can retell without illustrations, some degree of phonemic awareness, are able to connect the initial letter of words with it representing phoneme.

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Emergent Readers

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Mastered reading readiness skills and are beginning to read simple text with some degree of success. Developing an internal list of high frequency words in print. Use cuing system to confirm information in text, Rely on grapho-phonemic info to sound out words as a decoding strategy, Show preference for certain stories, notice punctuation, capitalization, and bold print, Retell stories read to them with detail and accuracy, engage in discussion of stories and identify the main idea and story characters, engage is self-correction when text does not make sense.

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Early Readers

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Can read with fluency and comprehension. Able to use several cuing systems to get meaning from print (i.e. semantic, structural, visual, and grapho-phonemic). Self monitor and can identify and correct simple errors. they can also summarize, handle more challenging vocabulary, enjoy readying for pleasure.

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Newly Fluent Readers

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Collect meaningful information about what students can and cannot do (i.e. running record).

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Informal Assessments

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Includes teacher made test, district exams, and standardized tests. Formative (during the process of learning and can still be corrected) and summative (end of a specific time or course of study and applies to a grade or score to represent performance) evaluations are part of effective instruction.

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Formal Assessments

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Teacher made test bases on the criteria being taught. Allows all students to score a 100 percent if they understand the concepts being tested.

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Criterion-Reference Test (CRT)

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Compares the performance of a group of students. competitive because a limited number of students can score well. Gives a percentile score to rate students from highest to lowest.

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Norm-Reference Test (NRT)

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Assess students on how well they perform certain tasks. This uses a higher-level thinking skills to apply, analyze, synthesize, and evaluate ideas and data (i.e. read a problem, design and carry out a laboratory experiment, and then write summaries of their findings). Negative is time consuming and can be expensive and teachers need to be trained on how to give.

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Performance-Based Assessment

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Creative, challenging, and important as any aspect of teaching. The construction, administration, and proper scoring of classroom tests are among the most important activities in teaching.

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Classroom Test

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Projects, observations, checklist, anecdotal records, portfolios, self-assessments, and peer assessments.

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Authentic Assessments

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Advantages is it offers the opportunity for creative thinking, explaining responses, to test for higher-level thinking skills. Disadvantages is time to answer, time to grade, being consistent with grading, language barriers like with ELLs. Preparing an outline of acceptable answers and a rubric will help with consistency.

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Essay Test

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Checklist with assigned point values.

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Rubric

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Storytelling is the student retelling the story with details, showing comprehension of story line, plot, including characters, setting, author's intention, and literal and implied meaning. understands major ideas and the ideas that support it, analyze and make judgments based on facts, use sentences that make grammatical sense.

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Monitoring Reading Comprehension

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Language Acquisition Device

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LAD

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Learning strategy that young children frequently use to replicate someone's behaviors, actions, phrases, etc.

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Imitation

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phonology, morphology, syntax, lexicon, semantics, and pragmatics

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Six Language Components

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The study of the sound system of a language

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Phonology

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Basic units of sound; Graphemes or individual letters represent phonemes. For example, "through" has seven graphemes (i.e. letters) that represent three sounds /th/ /r/ /u/.

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Phonemes

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The study of the structure of words and word formations .

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Morphology

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The smallest representation of meaning. For example, the word "cars" is made up of two morphemes: the basic word or root word "car" and the plural morpheme "s".

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Morphemes

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The ways in which words are organized and arranged in a language.

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Syntax

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Specific basic sentence structures in the English language.

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Kernel Sentences

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The vocabulary of a language.

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Lexicon

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The way the meaning is conveyed in a language through the use of its vocabulary.

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Semantics

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The implied meaning of words or ideas.

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Connotation

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The literal meaning of words and ideas.

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Denotation

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How content can affect the interpretation of communication. (Commonsense rules) For example, In English, a person greets another person with a routine statement such as "How are you?" Pragmatically, the receiver in the conversation is expected to answer with a generic statement such as "Not bad, " "I am OK," or "Fine."

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Pragmatics

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The process of first-language acquisition

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Stages of Language Development

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Speaking vocabulary of about 2100 words and a comprehensive level of more the 20,000 words. Well constructed sentences using all parts of speech. Some problems with certain words and structures, but speech is fluent and clear. Might still have problems with words containing sounds like /v/, /th/, /ch/, and /sh/. Some will use the /w/ in place of the required /r/ and /l/ sounds. Can separate words into syllables and start decoding written language.

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Ages 6-7

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Communication needs change from using language to have their needs met, to becoming language markers in academic settings. Use relative pronoun clauses (i.e., The boy "that" you met yesterday is my friend). Use subordinated clauses that begin with when, if, and because (i.e., "If" you bother me I am going to tell the teacher).

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Age 8

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At age nine, the use of the gerund has become common for speakers if this age (i.e., "Cheating" is bad). They start using more complex sentences, vocabulary, and verb construction. Their speech is more coherent through the use of connectors like "first, during, after, and finally).

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Age 9

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Students are able to make use of roots, prefixes, and suffixes to understand new words in the language. Their sentence structure is more complex.

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Ages 10-12

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Is the student intelligible and can he be understood by native speakers. Teachers can use the Speaking Checklist

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Assessing Speaking Ability

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Does the student: Sticks to the topic, Builds support for the subject, Speaks clearly, Takes turn and waits to talk, Talks so others in the group can hear, Speaks smoothly, Uses courteous language, Presents in an organized and interesting way, Supports the topical thesis, Answers questions effectively, Is comfortable speaking publicly, Maintains listeners interest, Volunteers to answer in class.

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Speaking Checklist

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Phonation and Resonance

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Voice Disorders

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Describes any kind of abnormality in the vibration of the vocal fold. For example, hoarseness or extreme breathiness can interfere with comprehension.

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Phonation

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Describes abnormalities created when sound passes through the vocal tract.

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Resonance

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Stuttering (multiple false starts) and Cluttering (use an excessively fast mode)

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Fluency Disorders

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Lisping is when they produce the sound /s/, /sh/, /z/, and /ch/ with their tongue between the upper and lower teeth.

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Articulation Problems

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Role-Play, Language Play (rhyme, songs, and tongue twisters), Sharing (show and tell), Pair Interview, Presentations

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Activities to Promote Oral Communication

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applying knowledge of letter-sound relationships in order to sound out a word. In reading practice, the term is used primarily to refer to word identification rather than word comprehension.

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decoding

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the process of determining the pronunciation & some degree of meaning of an unknown word

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word identification skills

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a word identification skill that is combining parts of word to form a word

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blending

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a word identification skill that is the process of using familiar word parts (base words, suffixes, prefixes) to determine the meaning of unfamiliar words

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structural analysis

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a word identification skill that includes the words that a student can say instantly without applying any form of word analysis

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sight word vocabulary

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the idea that letters and letter patterns represent the sound of spoken language

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the alphabetic principle

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True

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T or F: letter-sound relationships should be taught explicitly and in isolation

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False

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T or F: students do not need to practice letter-sound relationships in daily lessons according to the alphabetic principle

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language that is written so that readers who are unfamiliar with the subject can comprehend the text with ease

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accessible language

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voice in which the subject performs the action of the verb

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active voice

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a concise statement of a general truth or principle

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aphorism

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a phrase that appears directly after a noun or pronoun to describe or rename the noun or pronoun

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appositive phrase

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reading fluently and without difficulty or attention to decoding

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automaticity

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a persuasive technique used in media messages that appeals to the "everyone is doing it" mentality

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bandwagon appeal

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a rhetorical fallacy in which a claim is based on the often faulty logic of relating two things solely because they are in the same category

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categorical claim

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a convention in myths and epic tales in which the story begins and ends in the same place. The "place" is usually a physical setting.

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circle story

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a word related in meaning and form to a word in another language or langues because of a common origin

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cognate

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a cluster or blend of two or more consonants

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complex consonant

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an extended metaphor in poetry or literature that is often fanciful or elaborate

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conceit

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a sentence composed of at least two independent clauses linked with a conjunction or semicolon

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compound sentence

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a compound sentence with at least one dependent clause

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compound-complex sentences

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a sequence of two or more cosonants

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cosonant blend

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a combination of two consonant letters to stand for a single speech sound

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consonant digraph

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an image or metaphor that is repeated throughout a literary work

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controlling image

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text in which the majority of words (80%-90%) contain sound-symbol relationships that have already been taught. Decodable texts are used to practice specific decoding skills and to apply phonics in early reading.

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decodable text

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the dictionary definition of a word; the literal or cognitive meaning

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denotative meaning

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an accent mark used to differentiate homographs or modify pronunciation

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diacritical accent

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two successive letters that represent a single speech sound

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digraph

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a combination of two vowel sounds in one syllable to form a new phoneme

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diphthong

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organizing the major components of a written composition--introduction,body, conclusion, or, in the case of a multi-paragraph essay, the paragraphs--in a logical sequence so that they flow easily and progress from one idea to another while still holding true to the central idea of the composition.

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external coherence

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a rhyme scheme in which two words are used with similar spelling but different sounds

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eye rhyme

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the ability to identify or decode words with appropriate pronunciation and is measured as a percentage of words read correctly

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oral reading accuracy

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a word derived from a verb that is used as a noun; in English, this is formed by adding -ing to a verb

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gerund

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an expository, organizational structure used by a writer to present the most important piece of information and work down to the least important

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hierarchic structure

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a word that is spelled the same as another word but that has a different meaning, e.g. read (present tense) and read (past tense)

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homograph

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a word that is pronounced the same, but not spelled the same, as another word and that has a different meaning

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homophone

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the recognition of the letters of the alphabet and the understanding of sound-symbol relationships and spelling patterns

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graphophonemic knowledge

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the process of determining general principles by logic or observation from specific data; reasoning from parts to whole (e.g., This ice is cold; therefore, all ice is cold.)

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inductive reasoning

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letters that combine with a base to express tense, number, mood, or person

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inflectional ending/suffix

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a rhyme within the same line of verse

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internal rhyme

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an example of an archetype, most commonly seen in mythology, in which an adventure is presented to the would-be hero. During this adventure, the hero encounters challenged that must be overcome. Once these are overcome, the hero returns to share the benefits of his or her learning

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journey of a hero

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a term or phrase that has strong emotional overtones and that is meant to evoke strong reactions beyond the specific meaning

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loaded term

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a stylistic element used by the author in the genre of fantasy to introduce magic into the story

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magic helper

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an awareness of one's own thinking processes and how they work. The process of consciously thinking about one's learning or reading while being engaged in learning or reading, metacognitive strategies can be taught to students to help them learn and read better.

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metacognition

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the study of the rhythm or meter in verse; also called prosody

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metrics

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the smallest part of a word that has meaning and cannot be divided into smaller parts

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morpheme

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the analysis of language based on the segmentation of words into morphemes and with a focus on the patterns of word formation

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morphological analysis

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a singular form noun that cannot be made plural because it is considered as a whole unit rather than parts. Non-count nouns also include abstractions or words that have collective meaning.

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non-count noun

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a phrase or clause that adds descriptive detail to a noun without limiting its meaning

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nonrestrictive relative clause

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the initial sound of a word

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onset

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in a well-organized paper, writers develop ideas in a coherent manner. Main points should be supported, each idea should flow sequentially and logically to the next idea, transitions and logically to the next idea, transitions should connect ideas, and extraneous sentences should not be included

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organization of a paper

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the visual representation of the arrangement of letters in a given language

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orthographic pattern

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a rhetorical device in which the same grammatical structure is used within a sentence or paragraph to show that two or more ideas have equal importance

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parallel structure

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information that is amplifying or explanatory and is usually set off from the main passage by commas, dashes, or parentheses

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parenthetical information

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a verb form incorporating the use of -ed or -ing for regular verbs and using the third principle part of the verb for irregular verbs. These verb forms are used to form the perfect tenses or to serve as modifiers

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participle

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verb forms that indicate an act that has been completed

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perfect tenses

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the smallest unit of sound in speech

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phoneme

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the ability to identify, distinguish, and manipulate the individual sounds (phonemes) and/or syllables in words

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phonemic awareness

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a method of reading instruction that helps students build understanding of sound-symbol relationships and spelling patterns

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phonics

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in word recognition, a graphic sequence that shares the same letter combination and sound, such as rhyming words

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phonogram

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an "umbrella" term that is used to refer to a student's sensitivity to the sound structure in language. It encompasses awareness of individual words in sentences, syllables, and onset-rime segments, as well as awareness of individual phonemes

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phonological awareness

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an adjective used with a linking verb that describes the subject

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predicate adjective

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in emergent literacy, the understanding of the characteristics of print

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print awareness

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a stressed syllable with no graphic accent mark

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prosodic accent

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the vocal intonation and meter of spoken language; when reading, readers sound as if they are speaking the part they are reading

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prosody

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a vowel that is followed by the consonant r, such that its pronunciation is influenced by the /r/ and is neither a long or short vowel sound

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r-controlled

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a phrase or clause that limits the essential meaning of the noun or noun phrase it modifies

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restrictive relative clause

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the terminal syllable of a word that can be rhymed

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rime

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a principle that states that things grouped or presented in threes create a more effective, satisfying, and memorable pattern. Examples include the three little pigs, the three Musketeers, or Aristotle's three types of speeches.

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rule of three

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a figure of speech that concerns word order, syntax, letters, and sounds, as opposed to the meaning of words. Some types of schemes include: parallelism/parallel structure, antithesis, inverted word order, repetition of words, and reversed structures

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scheme

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a word that is recognized immediately

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sight word

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an imperfect rhyme that usually has the same end consonant sound but not the same vowel sound; also called a half rhyme

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slant rhyme

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a verb mood expressing a wish, command, or hypothetical or anticipated condition

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subjunctive mood

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two vowels that together represent one phoneme or sound

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vowel digraph or vowel pair

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the boundary or division between two words

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word boundary

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the division of words into syllables or segments; also called syllabication

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word segmentation

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refers to the author's ability to construct a piece in such a way that through inference the reader understands the theme

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implicit theme

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connecting bits of information to make a logical guess; readers draw conclusions, making generalizations, and making predictitions

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inference

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Each letter makes a sound Being able to recognize that letters consist of words, and that the letters also represent sounds. Ex: knowing the 'ssss' sound in the printed word 'snake'

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Alphabetic principle

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Recognize and name letters Recognize beginning letters in familiar Recognize both capitalized and lower case letters Relate some he specific sounds they represent

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Ex of alphabetic principle

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Knowing the difference between letters and sounds and being able to make relationships by combining them. understanding the relationship between phonemes and graphemes Students use this skill to break down or "decode" printed words.

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Phonics

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-teach letter names (songs,rhymes) -teach letter sounds (alphabet book) -teach letter blends (words games)

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phonics skills

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Grouping two consonants (consonant blend) or three consonants (consonant clusters) together at the beginning of words, but you are still able to hear each one independently. Ex: cr- crunch, crack, cringe Thr- throw, thrive, three

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Consonant Clusters

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Two or three consecutive consonants that each represent a separate phoneme that is blended together each letter in blend has own distinct sound Ex: bl,cr,br,dr,gl

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Consonant blend

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When two consonants combine to make one overall sound. -Differs from consonant blends/clusters in that it makes one blended sound. Ex: ck,ch,ph,th,gh,ng

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Consonant Digraph

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When a vowel is followed by the r, the r influences the vowel sound

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R controlled vowel

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Two ('di') vowels that make a single vowel sound.(phoneme) Ex: "oo" - school, "ai"- brain, "ee

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Vowel Digraph

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Two ('di) sounds ('phthong') that form one smooth sound that is not necessarily the sound of the vowels present . You can hear the vowels blended together the tongue starts one position and moves rapidly to another Differs from digraph, which makes one sound. Ex: 'oi'- foil, toy 'ow'- owl, ouch

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Dipthong

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Language structure clues

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Syntactic

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Meaning clues

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Semantic

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graphic organizers that look like a spider web line connect a central concept to a variety of related ideas and events

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semantic organizer

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The vowels/letters that come after the initial consonants in a syllable. Ex: sit - 'it', claim - 'aim'

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rime

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Precursor to the vowel in a syllable, or initial consonants/blend. Ex: cat- 'c', spoil- 'sp'

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Onset

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Being able to translate print to speech by matching letters, or graphemes, to their sounds (phonemes). -sounding out a word

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Decoding

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reading comprehension technique where words are omitted from a passage, students fill in the blanks ex: substitution strategies, words banks, sorting

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cloze technique

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books that contain word and sound repetition

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decodable books

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Using morphemes to recognize words in print, understanding how the parts of the word contribute to the overall meaning.

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structural analysis

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-clap the number of syllables in a word -compare the length of two words in a sentence (i saw a bat vs. i saw an elephant) -discuss compounds, prefix/suffix -break multisyllable words into segments

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structural analysis ex

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"M"eaning units of each word, such as prefixes, suffixes, roots. Ex: coming - 'ing'

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morpheme

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Looking at word parts such as prefixes suffixes root words to help determine a words meaning

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Morphemic analysis

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Morphemes that have meaning but can't stand alone

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Bound morphemes

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Contains a single morpheme and can stand alone

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Free morphemes

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Change the grammar function but not the core meaning of the root word Ex: adding s to cats

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Inflectional ending

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Individual/group of letters that make up phonemes. Ex: 'm' and 'oo'- moon

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grapheme

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Speech sounds that are made by the mouth. Smallest building block/Lego of phonemic awareness. Ex: "m"-moon "Read" =3 changing first phoneme from hat to p = changes meaning

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phoneme

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Being able to hear each sound as an individual unit Hear syllables and identify phonemes Sound matching, blending, isolation, add, sub, substitution recognize which words in a set begin with same sound saying the first/last sound in a word breaking/segmenting a word

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Phonemic awareness

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Initial students who are learning how to read; beginning to develop literacy (reading/writing). Begins at birth-preschool. Is never ending -begin long before starting school -social: interact with print

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emergent literacy

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songs rhymes any verbal activity raps/chants

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emergent strategies

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Perception of sights and sounds Enjoy human voice Sound of soft language, simple songs

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Infant literacy development

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Enjoys new words, rich conversation Shows interest in books Using touch and name books

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Toddler literacy development

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Interest in environmental print Enjoys short stories with predictable plot Story time, can answer questions, points to words Scribbles in pseudo-cursive

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3-4 years literacy development

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Increasing interest in books Familiar with certain words in print Recognizes same letter in different words

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4-5 years literacy dvelopment

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Ability to notice and work with sounds in language identifying/manipulating larger parts of spoken language Aware of individual words and syllables as objects -Rhyming songs and poems, -recognize commons sounds at beginning of words, -isolate beginning sounds -substituting words -clap/tap each syllable or word -onset/rime

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Phonological awareness

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Letter-sound relationships Help us sound out word

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Graphophonic relationship

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Using prefixes and suffixes to break a word down for its meaning and pronunciation

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Morphemic analysis

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Starts at birth, includes listening stage before child speaks: babbling, cooing

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Language acquisition

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The common print seen in every-day life. Ex: logos, candy wrappers, street signs

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environmental print

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A list of a group of high-frequency words in alphabetical order. Ex: the

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word wall

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Student mistakes in reading. Miscue analysis focuses on strengths, and strategies the students use to understand the text. Think about miscue in pool; missing/slipping the ball.

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miscue

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Automatically knowing what a word is without any clues or sounding out (decoding). Ex: pronouns, names

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sight words

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Words that are often found or encountered in printed text, usually difficult to understand.

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high-frequency words

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Being able to read a text quickly, accurately, matched expression, phrasing, and smoothly. Ex: being fluent in a language vs. reader fluency

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fluency

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Method of classroom organization where students work in multi member groups to help one another master academic skills

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Cooperative Learning

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Student calls or recognizes information, ideas, principles in the approximate form in which they are learned -define, list, identify, describe, match, locate

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Bloom's knowledge stage

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Student translates, comprehends or interpret information based on prior learning -explain, summarize, interpret, rewrite, convert, give example

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Bloom's comprehension stage

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Student selects, transfers and uses data and principles to complete a life problem task with a minimum of direction -demonstrate, show, operate, construct, apply

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Bloom's application stage

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-higher level thinking -student is aware of thought process in use and can examine, classify, hypothesize, collect data, and draw conclusions to the nature of structure a question -compare, contrast, distinguish, deduct, infer, analyze, categorize

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Bloom's analysis stage

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-higher level thinking -student is capable of integrating and combining ideas into a product, planning or proposing a product that is new to him -create, suppose, design, compose, combine, rearrange

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Bloom's synthesis stage

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-higher level thinking -student appraise, assesses or evaluates on a basis of specific standards and criteria -judge, appraise, debate, criticize, support

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Bloom's evaluation stage

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Listening to variety of mediums and speakers Orally talking about knowledge Show and tell Reading aloud to promote print awareness Paired/shared reading, reading buddies

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Strategies for oral communication

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Provide a classroom environment that encourages young children to use oral languages express needs, feelings, and ideas

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Expressive language development

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Scribbles Mock letters A few letters or numbers A small string of letters or numbers

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Precompositional I

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Letters Mock letters read as words Incomplete alphabet or list of numerals One memorized or copied word

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Precompositional II

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List of two to ten words Mock words in a long list Very hard to read message Complete alphabet Word boundaries

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Pre compositional III

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Simple message (I love you) List of ten or more words

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Compositional I

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Original message in complete thought Message of two or more sentences List of short sentences Short letter

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Compositional II

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Long story with plot (4+ sentences) Long letter that sticks to subject

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Compositional III

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Tape record stories Utilize the microphone Record storytelling (play, readers' theater, puppet show) with video

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Oral communication through technology

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The test has been given to large populations of individuals Results have remained constant over a long period of time grading on a curve

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Norm referenced assessment

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Evaluates a students knowledge in a particular domain (math, reading, science) Measures mastery in specific area Teacher made

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Criterion referenced assessment

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Getting obvious and direct meanings from text Reader does not "read between the lines" Ex: yes/no questions, factual, multiple choice questions, fill in the blank, completion statment

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Literal comprehension

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Read between the lines and make inferences -student be able to think about different applications of reading materials Ex: open ended questions, compare contrast

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Interpretive comprehension

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Use literal and interpretive skills apply previous experiences to make judgements emotions, feelings critical Ex: point of view and propaganda (look for biases)

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Evaluative comprehension

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Breaking down words into smaller units Also called structural analysis

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Chunking

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Understanding tools of writing: how to hold pencil -no phonological/phonemic -can't develop written words and sounds Ex: random drawing Organized lines Letter components Random letters

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Precommunicative

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Discover that letters represent sounds = developed alphabetic principle Ex: some systematic meaning Sounds of letters are names of letters (IM5= I am five) Consonants and long vowels, few short vowels (I WT PZ= I want pizza) Spaces between words

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Semiphonetic

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Trying to represent every phoneme (frogz jumpt) Ex: most sounds represented in writing Phonics strategies are used Words spelled the way they sound

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Phonetic phase

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Still spelling some words wrong= recognize all words not spelled as they sound Ex: some irregular, high-frequency sight words spelling correctly (I, and, me) (You see I see a gra dog lkn at me) (Me and my frndz lik to pla)

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Transitional phase

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Ex: most words spelled correctly Words wrong are a pattern (single/ double consonant) (I liked reading this book because it was very exciiting)

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Standard phase

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form of deductive reasoning from general to specific ex: smith is a creature, therefore smith is foolish

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Syllogism

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students need background knowledge about a topic ex: interest, themes, guest speakers, role playing, paired reading

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schema

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relatively easy text for reader, no more than 1/20 words difficult for the reader 95% success

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independent level

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challenging, but manageable text for reader no more than 1/10 words difficult for reader 90% success

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instructional level

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difficult for reader more than 1/10 words difficult less than 90%

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frustration level

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contrast or incongruity between what is stated and what is meant between what should happen and what actually happens

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irony

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narrative or heroic poem

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epic

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more ordinary use of language to communicate fictional material

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prose

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a short tale to teach a moral lesson, often with animals or inanimate objects as characters

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fable

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main purpose is to inform or describe what the story or book is about -structure is compact, detailed, explanatory

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expository

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contains beginning, middle end uses story grammar scheme (plot, setting, theme)

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narrative

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deductions made from information presented reasoning from specific facts

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inductive

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drawing a conclusion by reasoning made from general to specific

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deductive

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-review information being utilized -present new info -guided practice -independent practice -review/reteach

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direct instruction

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process of changing one's own culture to the dominant cultural norms

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assimilation

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starting with skills and moving to whole knowledge, starting with parts and working toward the whole ex: learning sounds, words, then sentences

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bottom-up processing

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students are exposed to specific examples and use these to discover general principles and relationships

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discovery learning

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students who are not dependent on teacher, other students, and learning environment

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field independent

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students who learn best with teacher and peer interaction

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field dependent

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assessing the student's performance while instruction or lesson is still in progress indicates any remedial/reteaching -how well as student has done so far -ex: midterms

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formative evaluation

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"hands-on" approach

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heurstic

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words spelled differently but sounding alike, and not having the same meaning

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homograph

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words spelled differently but sounding alike and not having the same meaning

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homophones

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knowledge about/monitoring own cognitive process (thinking, learning, and remembering) ex: when you recognize that one strategy isn't working and need new one

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metacognition

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extent to which test results can be reproduced student taking exam twice should score the same

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reliability

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-know,want to know,learned chart Elicits students' prior knowledge of the topic of the text. Sets a purpose for reading. Helps students to monitor their comprehension.

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KWL strategy

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Oral language Basic linguistic concepts: phonemes, segmentation

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Competency 1

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Early literacy development Ex: phonological, phonemic awareness, alphabetic principle, emergent literacy, assessments

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Competency 2

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Word identification skills and reading fluency

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Competency 3

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Reading comprehension and assessment Ex: metacognition, assessments, direct/explicit instruction

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Competency 4

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Reading applications Ex: different texts, genres, interpret, strategies before after during reading

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Competency 5

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Written language- writing conventions Ex: stages of writing, assessment, stages of spelling

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Competency 6

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Written language- composition Ex: similarities between language, technology, stages of writing,

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Competency 7

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Viewing and representing Ex: TEKS, media, interpret maps charts graphics etc

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Competency 8

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Study and inquiry skills Ex: using text organizers, taking notes, outlining, promote acquisition of study and inquiry

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Competency 9

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Using text organizers Taking notes Outlining Drawing conclusions Applying test taking strategies Previewing Organizing Summarizing info

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Study and inquiry

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