Ed 320 Exam 1 Notes

Front 1

What is the 6 Language Process/6 Language Arts?

Back 1

- reading
- writing
- listening
- speaking
- viewing
- visually representing

Front 2

Listening focuses on these key concepts:
- is a process of which _____is only 1 part.
- students listen _______ according to their ______.
- students listen _______ to stories, _______ to learn information as part of thematic units, and _______ to _____ appeals.
- students use _______ and listening strategies and monitor their _______ in order to listen more effectively.

Back 2

- hearing
- differently, purpose
- aesthetically, efferently, critically, persuasive
- listening strategies, comprehension

Front 3

Talking focuses on these key concepts:
- is an essential part of _________.
- students use talk for both ______ and _____ purposes.
- students participate in grand _____ as they respond to ______.
- students give ________, including ____ reports and debates.
- _______ provides a valuable method of learning and a powerful way of communicating.

Back 3

- learning
- aesthetic and efferent
- conversations, literature
- presentations, oral
- drama

Front 4

Reading focuses on these key concepts:
- is a _________ process.
- the goal of reading is __________, or __________
- students read ______ for different ______.
- students participate in 5 types of reading:

Back 4

- strategic
- comprehension or meaning making
- differently, purposes
- independent reading, shared reading, guided reading, buddy reading, and reading aloud to children.

Front 5

Writing focuses on these key concepts:
- Writing is a process in which students cycle recursively through the stages of _______, ______, _______. _______, and ________.
- students experiment with many written language ______.
- _______ is used to develop writing fluency and as a learning tool.
- ______ and _____ are tools for writers.

Back 5

- prewriting, drafting, revising, editing, and publishing
- genres
- formal writing
- spelling and handwriting

Front 6

Viewing focuses on these key concepts:
- viewing is an important component of ______.
- students view _______ media for a variety of purposes.
- viewing is much like ____, and students use comprehension strategies in both.
- students use the ________ as a learning tool.
- students learn about ______ in order to critically analyze commercials and advertisements.

Back 6

- literacy
- visual
- reading
- internet
- propaganda techniques

Front 7

Visually representing focuses on these key concepts:
- students consider _______, ________, & _______ as they create visual texts.
- ________, like writing, can be created to share information learned during literature focus units and thematic units.

Back 7

- audience, purpose, and form
- visual texts

Front 8

_________ - are broad statements that represent the overarching goals that describe what students should know and should be able to do.

Back 8

- content standards

Front 9

_________ - are more specific statements of what all students should know and be able to do.

Back 9

- benchmarks

Front 10

_______ - are written in grade clusters.
PK-4
5-8
9-12

Back 10

- benchmarks

Front 11

_________ - directly related to benchmarks.

Back 11

- grade level expectations

Front 12

_________ - define what the benchmark means for each grade

Back 12

- grade level expectations

Front 13

_______ - NOT curriculum

Back 13

- grade level expectations

Front 14

How are GLE's related to Curriculum?

Back 14

- represent the core curriculum that all students should master

Front 15

What are the purpose of objectives?

Back 15

- provide the teacher with the goals of the teaching-learning process
- provide a clear framework for assessment
- provide students with direction and a goal for learning

Front 16

What objectives are NOT designed to do?

Back 16

- should NOT describe what the teacher does during the lesson
- should NOT describe student activities

Front 17

What is the difference between learning outcomes and learning activities?

Back 17

- learning outcome tell what the student knows and can do at the end of the lesson.
- learning activities are planned in the lesson to help the student accomplish the objective

Front 18

What are steps to writing objectives?

Back 18

- use your GLEs as a guide to instruction
- what do you want your students to be able to know at the end of the lesson
- choose verbs that indicate student actions
- describe what the students will perform or master

Front 19

__________ - reference to a well-known person, place, thing, or event that the reader should recognize

Back 19

- allusion

Front 20

_______ - a comparison of similar objects used to help clarify one of the objects

Back 20

- analogy

Front 21

________ - focuses on getting readers to use their sense of smell, taste, hearing, etc. to involve them personally in the story

Back 21

- appeal to the senses

Front 22

_________ - main idea/subject

Back 22

- central idea/theme

Front 23

_________ - practical lesson contained in a fable, tale, or experience

Back 23

- central message, lesson, or idea

Front 24

__________ - association or secondary meaning of a word

Back 24

- connotative meanings

Front 25

_________ - conclusions and unique interpretations drawn from using prior knowledge and textual clues

Back 25

- inferences

Front 26

________ - supporting details, main details

Back 26

- key details

Front 27

________ - main topic or idea

Back 27

- key ideas (informational)

Front 28

________ - true, actual meaning

Back 28

- literal

Front 29

_______ - print, digital, video, multimedia

Back 29

- mediums

Front 30

_______ - figure of speech that compares two unlike things which have something in common

Back 30

- metaphors

Front 31

________ - figurative or metaphorical, not the actual meaning

Back 31

- nonliteral

Front 32

________ - audio recording, reading

Back 32

- orally

Front 33

________ - writing or speaking in the usual sentence form, not poetry

Back 33

- prose

Front 34

________ - charts, graphs, diagrams

Back 34

- quantitatively

Front 35

_______ - tell again, to narrate in order

Back 35

- retell/recount

Front 36

_________ - the art and science of all specialized literary uses of language; ability to use language effectively

Back 36

- rhetoric

Front 37

_______ - key words, sidebar, hyperlink, search engine

Back 37

- search tools

Front 38

________ - separate parts in the plot of the story

Back 38

- series of episodes

Front 39

________ - figure of speech that compares two things using like or as

Back 39

- similies

Front 40

_________ - description/list, compare/contrast, sequence/time order/chronology, problem/solution, cause/effect

Back 40

- structure (informational)

Front 41

_________ - the particular way in which an author writes (use of types of words/sentences)

Back 41

- style

Front 42

______ - pertaining to the useful or mechanical arts (science, business, trade)

Back 42

- technical meaning

Front 43

_______ - title, heading, subtitle, subheading, table of contents, insets, labels for pictures/diagrams, bold print, glossary, index, introduction, author's note, appendix, sidebar, bullets, caption, photograph, diagram, map, bibliography, electronic menu, icon, cutaway

Back 43

- text features

Front 44

________ - writers attitude toward his/her subject: series, objective, humorous, subjective

Back 44

- tone

Front 45

_______ - illustrations, pictures, words

Back 45

- visually

Front 46

_________ - computer, laptop/netbook, ipod touch/ipad/other tablet, mobile device (smartphone), Keynote, PowerPoint, OpenOffice Presentation, Hypertudio, Photo Story, Voice Thread, Moodle, Saki, Drupal, FirstClass, Sharepoint, Weebly, Blogger, Open Text Social Wordkspaces, Edmodo

Back 46

- digital tools

Front 47

__________ - genre that uses literary styles and techniques to create factually accurate narratives

Back 47

- literary nonfiction

Front 48

_________ - email, wiki, texting on cell phone/ipod touch/ipad, google docs, shared spaces on First Class, social media sites/workspaces, blog

Back 48

- technology

Front 49

________ - to narrate in order

Back 49

- recount

Front 50

_________ - one-one-one, in groups, teacher-led, student-led

Back 50

- collaborative conversations/discussions

Front 51

___________ - names something you can think about but cannot feel or touch - freedom, liberty, February

Back 51

- abstract noun

Front 52

________ - a traditional saying expressing a common experience or observation - don't judge a book by its cover

Back 52

- adages

Front 53

__________ - a morpheme (smallest word component that has meaning) that is attached to a word stem to form a new word - prefix, suffix

Back 53

- affix

Front 54

___________ - connects individual words or groups of words

Back 54

- conjunction

Front 55

__________ - little words that precede and modify nouns, express the reference of a noun or noun-phrase in context some examples: the, those, his, this,size, a, zero, some, any

Back 55

- determiners

Front 56

What are the 8 figures of speech?

Back 56

- personification
- allusion
- verbal irony
- pun
- euphemism
- oxymoron
- hyperbole
- paradox

Front 57

________ - when a nonhuman thing is given characteristics

Back 57

- personification

Front 58

_________ - reference to a well-known person, place, thing, or event that the reader should recognize

Back 58

- allusion

Front 59

_________ - when what is said is opposite of what is meant

Back 59

- verbal irony

Front 60

_________ - a phrase that uses words in a way that gives the, a funny effect

Back 60

- pun

Front 61

_________ - a substitution for an expression that may offend or suggest something unpleasant

Back 61

- euphemism

Front 62

_________ - technique in which 2 words with opposite meanings are put together for special effect

Back 62

- oxymoron

Front 63

___________ - an extreme exaggeration or overstatement that a writer uses for emphasis

Back 63

- hyperbole

Front 64

_________ - a statement that is contrary to common sense, but may, in fact, be true

Back 64

- paradox

Front 65

_________ - words that sound alike or nearly alike but have different meanings and cause writers trouble

Back 65

- frequently confused words

Front 66

_______ - common roots, suffixes, and prefixes that come form Greek

Back 66

- Greek affixes and roots

Front 67

__________ - phrases that are used in a special way: the individual words mean something different than the phrase together

Back 67

- idioms

Front 68

__________ - suffixes that indicate tense, plurality, comparison, or part of speech - s, es, d,ed, ing, y, ly, er, est,en

Back 68

- inflections

Front 69

_______ - question words - who, whose, whom, which, what, how, why, when, where

Back 69

- interrogative

Front 70

________ - common roots, suffixes, and prefixes that come from Latin

Back 70

- Latin affixes and roots

Front 71

______ - figurative or metaphorical, not the actual meaning

Back 71

- nonliteral meaning

Front 72

________ - smallest unit of sound which distinguishes one word from another

Back 72

- phoneme

Front 73

_________ - collection of words that may have nouns or verbs, but does not have a subject doing a verb

Back 73

- phrases

Front 74

________ - words that show position or direction and introduce prepositional phrases

Back 74

-preposition

Front 75

_________ - a simple and concrete says popularly known and repeated; expresses a truth based on common sense or practical experience

Back 75

- proverbs

Front 76

_______ - the form of a word after all affixes are removed

Back 76

- root word

Front 77

_________ - a type of auxiliary verb that does not have a participial or infinitive; they also do not take the inflections -s or -es -shall, should, will, would, may, might, can, could, mote,must

Back 77

- modal auxiliaries

Front 78

What are the parts of lesson design?

Back 78

- introduction
- objectives and purposes
- instructional input
- modeling
- checking for understanding
- practice
- closure

Front 79

____________ - group of related words that contain a subject and a verb

Back 79

- clauses