Edci 300 Test 1

Front 1

believed that children construct their own knowledge through experiences; they interact with and adapt to environment

Back 1

jean piaget

Front 2

organization of knowledge into categories

Back 2

schemata

Front 3

occurs when you incorporate new information into existing schemata, or file folders

Back 3

assimilation

Front 4

occurs when you change or create new schemata

Back 4

accommodation

Front 5

level that has independent work

Back 5

actual developmental level

Front 6

level where students continue growing in learning

Back 6

level of proximal development

Front 7

what zone do we want to remain in

Back 7

zone of proximal development

Front 8

slowly pull away from the students until they reach actual developmental level and can complete tasks on their own

Back 8

scaffolding

Front 9

are techniques used automatically to construct meaning and indicate what the student is able to accomplish

Back 9

skills

Front 10

are problem solving mechanisms that involve complex thinking processes

Back 10

strategies

Front 11

why do teachers plan a variety of strategies

Back 11

teach in the most effective manner

Front 12

learning strategy where anticipate what will happen

Back 12

predicting

Front 13

learning strategy where group information into categories

Back 13

organizing

Front 14

learning strategy where expand on the information

Back 14

elaborating

Front 15

learning strategy where regulate or keeptrack of progress

Back 15

monitoring

Front 16

how do language and culture influence learning?

Back 16

social context, expectations of families, and expectations of teachers

Front 17

what are the four language systems

Back 17

phonological, syntactic, semantic, pragmatic system

Front 18

in phonological system what are letter combinations

Back 18

graphemes

Front 19

in the phonological system what are sounds called

Back 19

phonemes

Front 20

refers to the grammar that regulates how words are combined into sentences

Back 20

syntactic system

Front 21

smallest unit of meaning in language

Back 21

morphemes

Front 22

this system focuses on meaning, or vocabulary like synonyms and wordplay

Back 22

semantic system

Front 23

social and cultural aspects of language

Back 23

pragmatic system

Front 24

varieties of language use among social classes, cultural ethnic groups, and geographic regions

Back 24

dialects

Front 25

how do children learn language arts

Back 25

social settings, visual representations, oral/ written language, thinking critically

Front 26

what are the 6 language arts

Back 26

listening, talking, reading, writing, viewing, visually representing

Front 27

what are the steps to developing self regulated learners

Back 27

modeling, coaching, scaffolding, fading

Front 28

what is the goal of language arts instruction

Back 28

help students communicate completely in all 6 language arts

Front 29

influence achievement

Back 29

language and culture

Front 30

what are the four patterns of practice teachers use to plan instruction

Back 30

literature focus units, literature circles, reading and writing workshops, thematic units

Front 31

includes four parts reading and responding, mini lessons, and projects done as a whole class

Back 31

literature focus units

Front 32

students have a "say" in books that will read by signing up for one of the books the teacher named, strategically grouped, teacher guides students on the side and meet in small groups

Back 32

literature circles

Front 33

students read, respond, and write independently, discuss with teacher to enrich understanding of favorite book, share with classmates, activities are self paced

Back 33

reading and writing workshop

Front 34

use all language arts during a unit for science or social studies, write in learning logs, starts as whole but most of it is done independently

Back 34

thematic unit

Front 35

what are the ways to differentiating instruction

Back 35

choices, small groups, centers, and projects

Front 36

what is the most difficult task

Back 36

assessing learning

Front 37

what are the strands that common core state standards of language arts consist of

Back 37

speaking and listening, reading, writing, and language

Front 38

four ways to monitor students progress

Back 38

classroom observation, anecdotal notes, conferences and checklists

Front 39

what is one of the most difficult responsibilities placed on students

Back 39

assigning grades

Front 40

language arts instruction in prekindergarten through first grade

Back 40

emergent literacy

Front 41

how do children begin the process of becoming literate

Back 41

gradually from birth until they are fully literate

Front 42

what are ways to provide opportunities to see language at work in your classroom

Back 42

label classroom items, write notes to children, students exchange letters

Front 43

gives students opportunities to explore language

Back 43

centers

Front 44

where environmental prints are use and learn to recongnize

Back 44

written language concepts

Front 45

identify words, sentences, and other features of print, recognize and name letters of alphabet, name rhyming words and blend and segment sounds in words

Back 45

emergent literacy

Front 46

one to one correspondence between phonemes (sounds) and graphemes (letters)

Back 46

alphabetic principle

Front 47

the set of relationships between sound and spelling

Back 47

phonics

Front 48

book helpful to teach language in reading and writing

Back 48

repeated words and sentences , rhyme, and repetition

Front 49

children's writing grows out of talking and drawing

Back 49

interactive writing

Front 50

used to model conventional writing

Back 50

interactive writing

Front 51

what do they use as they learn to read

Back 51

phonics

Front 52

what procedures to teachers use to teach reading and writing

Back 52

shared reading, interactive writing, language experience approach