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66 Cards in this Set
- Front
- Back
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PURPOSE |
CAN BE USED TO TEACH THE STUDENT LISTENER WHILE DEVELOPING BACKGROUND KNOWLEDGE, INCREASING COMPREHENSION SKILLS, AND FOSTERING CRITICAL THINKING |
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ASSOCIATE |
WHEN WE UNDERSTAND THE PURPOSE OF LISTENING IN VARIOUS CONTEXTS, COMPREHENSION BECOMES EASIER |
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VISUALIZE |
LISTENERS RELATE IDEAS TO EACH OTHER |
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CONCENTRATE |
LISTENERS TRY TO SEE PICTURES IN THEIR MINDS AS THEY READ |
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REPEAT |
LISTENERS HAVE A SPECIFIC REASON FOR READING |
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PROMOTE CROSS CULTURAL UNDERSTANDING |
LISTENERS KEEP TELLING THEMSELVES IMPORTANT POINTS AND ASSOCIATING DETAILS WITH THESE POINTS |
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CHALLENGE STEREOTYPES, INTOLERANCE, AND RACISM |
PROVIDING PERSONAL COMMUNICATION WITH ANOTHER PERSON FROM A DIFFERENT CULTURAL ENVIRONMENT CAN HELP PROMOTE UNDERSTANDING |
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EXPLAIN AND CLARIFY TYPICAL ENGLISH-LANGUAGE CULTURAL VIEWS, MORALS, AND SOCIETAL NORMS |
SOME EXPRESSIONS AND BEHAVIORS NORMAL OR COMMON IN ELL'S HOME CULTURE MAY BE CONSIDERED UNACCEPTABLE IN AN ENGLISH-LANGUAGE CULTURE |
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HOMONYMS |
GENERAL TERM THAT DESCRIBES WORD FORMS THAT HAVE TWO OR MORE MEANINGS |
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HOMOGRAPHS |
TWO OR MORE WORDS THAT HAVE THE SAME SPELLING OR PRONUNCIATION BUT DIFFERENT MEANINGS |
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PHONOLOGICAL ASSESSMENT |
TWO OR MORE WORDS THAT HAVE THE SAME SPELLING BUT DIFFERENT PRONUNCIATION AND MEANING |
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LISTENING GAMES |
SHOULD FOCUS ON A STUDENT'S ABILITY TO LISTEN FOR, DISTINGUISH BETWEEN, AND IDENTIFY SOUNDS |
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CONTENT-AREA VOCABULARY |
SPECIFIC VOCABULARY RELATED TO THE PARTICULAR CONCEPTS OF VARIOUS ACADEMIC DISCIPLINES |
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READ ALOUDS |
CAN BE USED TO TEACH THE STUDENT LISTENER WHILE DEVELOPING BACKGROUND KNOWLEDGE, INCREASING COMPREHENSION SKILLS, AND FOSTERING CRITICAL THINKING |
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PURPOSE |
WHEN WE UNDERSTAND THE PURPOSE OF LISTENING IN VARIOUS CONTEXTS, COMPREHENSION BECOMES EASIER |
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ASSOCIATE |
LISTENERS RELATE IDEAS TO EACH OTHER |
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VISUALIZE |
LISTENERS TRY TO SEE PICTURES IN THEIR MINDS AS THEY READ |
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CONCENTRATE |
LISTENERS HAVE A SPECIFIC REASON FOR READING |
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REPEAT |
LISTENERS KEEP TELLING THEMSELVES IMPORTANT POINTS AND ASSOCIATING DETAILS WITH THESE POINTS |
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PROMOTE CROSS CULTURAL UNDERSTANDING |
PROVIDING PERSONAL COMMUNICATION WITH ANOTHER PERSON FROM A DIFFERENT CULTURAL ENVIRONMENT CAN HELP PROMOTE UNDERSTANDING |
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CHALLENGE STEREOTYPES, INTOLERANCE, AND RACISM |
SOME EXPRESSIONS AND BEHAVIORS NORMAL OR COMMON IN ELL'S HOME CULTURE MAY BE CONSIDERED UNACCEPTABLE IN AN ENGLISH-LANGUAGE CULTURE |
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EXPLAIN AND CLARIFY TYPICAL ENGLISH-LANGUAGE CULTURAL VIEWS, MORALS, AND SOCIETAL NORMS |
THIS HELPS GIVE CONTEXT TO ELL BELIEFS IN ENGLISH-LANGUAGE CULTURE |
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HOMONYMS |
GENERAL TERM THAT DESCRIBES WORD FORMS THAT HAVE TWO OR MORE MEANINGS |
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HOMOGRAPHS |
TWO OR MORE WORDS THAT HAVE THE SAME SPELLINGS OR PRONUNCIATION BUT DIFFERENT MEANING |
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HOMOPHONES |
TWO OR MORE WORDS THAT HAVE THE SAME PRONUNCIATION BUT DIFFERENT MEANINGS AND SPELLING |
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HETERONYMS |
TWO OR MORE WORDS THAT HAVE THE SAME SPELLING BUT DIFFERENT PRONUNCIATION AND MEANING |
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LISTENING GAMES |
SHARPEN A STUDENT'S ABILITY TO HEAR SELECTIVE SOUNDS |
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COUNTING SYLLABLES GAMES |
HELP STUDENTS DISCOVER THAT MANY WORDS ARE MADE OF SMALLER CHUNKS |
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RHYMING GAMES |
DRAW STUDENTS' ATTENTION TO THE SOUND STRUCTURE OF WORDS |
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WORD AND SENTENCE BUILDING GAMES |
HELP STUDENTS UNDERSTAND THAT LANGUAGE CONSISTS OF WORDS CONNECTED TO FORM SENTENCES |
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FOUR TYPES OF WORDS |
REGULAR FOR READING AND SPELLING, REGULAR FOR READING BUT NOT FOR SPELLING, RULE-BASED, IRREGULAR |
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PROSODY |
CONCERNS VERSIFICATION OF TEXT AND INVOLVES SUCH MATTERS AS WHICH SYLLABLE OF A WORD IS ACCENTED |
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THESAURUS |
HELPS PEOPLE LOCATE SYNONYMS AND ANTONYMS OF WORDS |
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INDUCTIVE REASONING |
begins with particulars and reasons to a generality |
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CONCLUSIONS |
DRAWN AS A RESULT OF A LINE OF REASONING |
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CONCLUSION OF INFERENCE |
NEVER STATED |
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DEDUCTIVE REASONING |
BEGINS WITH A GENERALIZATION AND SUPPORTS THE GENERALIZATION WITH SPECIFICS |
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STYLE |
THE ARTFUL ADAPTATION OF LANGUAGE TO MEET VARIOUS PURPOSES |
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TONE |
ATTITUDE AN AUTHOR TAKES TOWARD HIS OR HER SUBJECT |
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POINT OF VIEW |
AN AUTHOR'S PERSPECTIVE |
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GRAPHIC ORGANIZERS |
GRAPHICAL REPRESENTATION OF CONTENT IN A TEXT |
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READINESS |
THE FIRST STAGE INCLUDES SCRIBBLING, SHOWING INTEREST IN WRITING TOOLS, MARKING PAPER, ENJOYING STORIES, AND NOTICING PRINTS AND PICTURES IN THE ENVIRONMENT |
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DRAWING AND EXPLORING |
SECOND STAGE INCLUDING SHAPES AND EARLY LETTER WRITING, CONNECTING PICTURES TO EXPRESSIONS, ASSOCIATING LETTERS WITH SOUNDS, AND PLAYING WITH LETTERS, SOUNDS, AND PICTURES |
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CONFIDENT EXPERIMENTATION |
THE THIRD STAGE INCLUDES WRITING MORE, EXPERIMENTING WITH WORDS, PRINT, AND PICTURES MORE, AND SHOWS EARLY CONVENTIONS OF PRINT SUCH AS WORD SPACING AND PUNCTUATION, AND ATTEMPTING LONGER WORDS |
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MOVING TOWARD INDEPENDENCE |
THE FOURTH STAGE INCLUDES KEEN OBSERVATION OF PRINT IN THE ENVIRONMENT, EXPANDING ORAL STORIES, WRITING WORDS AND PHRASES INDEPENDENTLY, AND INCREASED CONVENTIONS OF PRINT |
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EXPANDING AND ADDING DETAIL |
THE FINAL, FIFTH STAGE INCLUDES WRITING SENTENCES AND PARAGRAPHS, EXPERIENCES WITH SHARING WRITING AND JOURNALING, INCREASED DETAILS AND USE OF WRITING CONVENTIONS, AND SHOWING EXPANDING VOCABULARY AND USE OF WRITING WITH PICTURES |
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PERSUASION |
PIECE OF WRITING-A POEM, PLAY, SPEECH-THE PURPOSE OF WHICH IS TO CHANGE THE MINDS OF READERS OR LISTENERS TO GET THEM TO DO SOMETHING |
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EXPOSITION |
DISCOURSE INTENDED TO INFORM |
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NARRATION |
DISCOURSE THAT IS PRESENTED CHRONOLOGICALLY |
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DESCRIPTION |
DISCOURSE INTENDED TO MAKE AN EXPERIENCE AVAILABLE THROUGH ONE OF THE FIVE SENSES |
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LITERACY SKILLS FOR ENGLISH-LANGUAGE LEARNERS |
KNOWLEDGE OF THE SUBJECT MATTER PROCESSES OF SEQUENCING LETTERS/SOUNDS TO BUILD WORDS AND UNITS OF MEANING KNOWLEDGE OF TEXT STRUCTURE
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LITERACY SKILLS FOR ENGLISH-LANGUAGE LEARNERS |
USE OF CONTEXT CLUES TO PREDICT MEANING AWARENESS THAT TEXT MAY BE WRITTEN FOR DIFFERENT PURPOSES READING STRATEGIES SUCH AS DEFINING AUTHOR'S PURPOSE, PREDICTING, SKIMMING, SCANNING, GUESSING VOCAB FROM CONTEXT, MAKING DIFFERENCES, ETC. THINKING PROCESSES INVOLVED IN DECODING TEXT POSITIVE EXPERIENCES WITH FIRST-LANGUAGE LITERACY |
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POLITICAL, OR EDITORIAL, CARTOON |
PRESENTS A MESSAGE OR POINT OF VIEW ABOUT PEOPLE, EVENTS, OR SITUATIONS USING CARICATURE AND SYMBOLISM TO CONVEY THE CARTOONIST'S IDEAS |
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TABLES |
DEPICT EXACT NUMBERS AND OTHER DATA IN ROWS AND COLUMNS |
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GRAPHS |
DEPICT TRENDS, MOVEMENTS, DISTRIBUTIONS, AND CYCLES MORE CLEARLY THAN TABLES |
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MAPS |
TO LOCATE PLACES GEOGRAPHICALLY AND SHOW SPECIFIC GEOGRAPHIC FEATURES |
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MULTIMEDIA |
TECHNOLOGY FOR PRESENTING MATERIAL IN BOTH VISUAL AND VERBAL FORMS |
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ASSESSMENT |
PRACTICE OF COLLECTING INFO ABOUT SOMETHING |
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EVALUATION |
PROCESS OF JUDGING THE CHILDREN'S RESPONSES TO DETERMINE HOW WELL THEY ARE ACHIEVING PARTICULAR GOALS OR DEMONSTRATING CERTAIN SKILLS |
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CRITERION REFERENCED TESTS |
TESTS THAT MEASURE CHILDREN AGAINST CRITERIA OR GUIDELINES THAT ARE UNIFORM FOR ALL OF THE TEST TAKERS |
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NORM-REFERENCED TESTS |
TESTS THAT MEASURE CHILDREN AGAINST ONE ANOTHER |
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VALIDITY |
HOW WELL A TEST MEASURES WHAT IT IS SUPPOSED TO MEASURE |
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RELIABILITY |
THE CONSISTENCY OF THE TEST |
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INDEPENDENT |
LEVEL AT WHICH THE CHILD CAN READ COMPLETELY ON THEIR OWN |
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INSTRUCTIONAL |
THE LEVEL AT WHICH STUDENTS SHOULD BE TAUGHT |
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FRUSTRATIONAL |
TOO DIFFICULT FOR THAT CHILD AND SHOULD NOT BE USED, ANY TEXT WITH LESS THAN 85% WORD ACCURACY AND/OR LESS THAN 75% COMPREHENSION |
