Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
75 Cards in this Set
- Front
- Back
|
work
|
product of force acting in the diretion of movement, causing displacement
|
|
|
Newton's Laws
|
1) an object at rest will remain at rest unless acted upon by an unbalanced force; an action in motion will remain in motion....
2) accelertaion is produced when a force acts on mass and the greater the mass the greater amount of force needed to accelerate it. |
|
|
energy
|
ability to do work
|
|
|
Newton's Law #3
|
For every action there is an equal and opposite reaction
|
|
|
SYMANTIC CLUES
|
require reader to think about words and what is already known about the subject
|
|
|
range
|
difference between greatest number and least number
ex: 2,4,6,8,10,10,10,12 range=10 (12-2) |
|
|
area of trapezoid
|
a=1/2(b1+b2)h
ex: trapezoid line AB=8 line CD=13 height=7 1/2(8+13)7 1/2(21)7 1/2*147 a=73.5 |
|
|
mean
|
average of all the numbers
ex: 4,6,6,8,10,10,12 mean=56/7 mean=8 |
|
|
SEMANTICS
|
the way the meaning is conveyed in a language through the use of vocabulary
|
|
|
WHOLE TO THE PARTS APPROACH
|
used to teach students phonemic and phonological awareness
break sentences into words and words into syllables |
|
|
ALPHABETIC PRINCIPLE
|
connect letters with sounds and produce words based on these connections
|
|
|
coefficient
|
numbers that precede the variable to give the quantity of the variable
|
|
|
polynomial
|
algebraic problem with more than one term
|
|
|
monomil/binomial/trinomial
|
indicates the number of terms in the algebraic problem
ex: a+b is monomial 2ab+c is binomial 2ab+c-d is trinomial |
|
|
product
|
answer to multiplication problem
|
|
|
BALANCED READING PROGRAM
|
combines two approaches:
skills-based approach--emphasizes phonics meaning-based approach(whole language)--promotes reading comprehension and enrichent |
|
|
RESONANCE
|
disorder when sound passes through nasal tract
|
|
|
PRE-ALPHABETIC PHASE
|
when children can identify a product by the logo, but isn't reading the words within the logo yet
ie: seeing the golden arches and knowing it is McD's |
|
|
PHONEMIC AWARENESS
|
child understands words have smaller units (sounds) that together create syllables
|
|
|
FLUENCY DISORDERS
|
affects child's ability to produce fluent and coherent communication
|
|
|
MORPHEME
|
smallest representation of meaning
|
|
|
observed properties/patterns
|
centered on space, time, energy, and matter
|
|
|
alternative assessment
|
verbal reports, labs, story writing, adverts, essays, create drawings or models
|
|
|
authentic assessment
|
measuring learning as it occurs
|
|
|
force
|
action of a moving object by pulling or pushing
|
|
|
NEWLY FLUENT READERS
|
can read with fluency and comprehend; self monitor and correct simple mistakes
|
|
|
TOP DOWN APPROACH
|
aka meaning based
starts with the whole then teaches the parts whole language approach emphasizes meaning and comprehension of text |
|
|
BOTTOM UP APPROACH
|
aka skills based
proceeds from specific to general or parts to whole begins with phonemes and graphemes and continues by expanding to the syllables, words, paragraphs, whole selection uses phonics |
|
|
DOLCH WORDS
|
220 most commonly used words in English language
aka site words |
|
|
area of triangle
|
1/2bh (base*height)
triangle=base is 6 cm height is 4 cm 1/2(6*4) 1/2(24) a=12 |
|
|
circumference
|
2*π*r
a circle's radius=4cm 2*3.14*4 c=25.14 |
|
|
volume
|
l*w*h
cube volume length=6cm width=6cm height=6cm v=6*6*6 v=36*6 v=216cm |
|
|
isosoles
|
2 equal sides and 2 equal angles
|
|
|
3 TYPES OF WRITING SYSTEMS
|
pictographic--represented with pictures
syllabic--represented by symbols alphabetic--uses the sounds of language for basic writing |
|
|
FULL ALPHABETIC STAGE
|
connect letters with sounds they make and the meaning of the words
|
|
|
HOW MANY GRAPHEMES IN ENGLISH LANGUAGE?
|
26--each letter is a grapheme
|
|
|
2 MOST COMMON FLUENCY DISORDERS
|
stuttering and cluttering (jamming words together so it is difficult to understand)
|
|
|
3 TYPES OF APHASIA
|
receptive--lesion in upper back temporal of the brain; creates listening comprehension and difficulty finding words
expressive--damage to the lower back part of the frontal lobe; problems with articulation and fluency global--affects both receptive and expressive; produce minimal speech and limited comprehension |
|
|
PHONATION
|
any disorder of the vocal chords
|
|
|
LISPING
|
articulation disorder in which sounds are produced by placing tongue between upper and lower teeth
|
|
|
PHONOLOGICAL AWARENESS
|
ability to recognize and manipulate the components of a sound system
|
|
|
PARTIAL ALPHABETIC PHASE
|
CONNECTING THE SHAPE OF THE LETTERS WITHT HE SOUNDS THEY MAKE
|
|
|
LEXICON
|
vocabulary of a language
|
|
|
PRAGMATICS
|
how context can affect the interpretation of communication
|
|
|
simple machine
|
few or no moving parts, can change in size and direction of force (screw, hammer, wedge, lever)
|
|
|
matter
|
anything that takes up space
|
|
|
complex machine
|
2 or more simple machines working together (wheelbarrow, can opener, bike)
|
|
|
median
|
number in the middle when numbers are arranged least to greatest
ex: 2,4,6,8,10,10,12 median= 8 |
|
|
3 phases of learning (Piaget)
|
assimulation
accomodation organization |
|
|
mode
|
MOde is the number appearing MOst frequently
ex: 2,4,4,6,8,10,10,10,12 mode=10 |
|
|
5-E learning cycle
|
engage
explore explain elaborate evaluate |
|
|
SYNTAX
|
the ways words are arranged in a sentence
|
|
|
SYNTACTIC CLUES
|
word order int he sentence
|
|
|
PHONEMIC STRESS
|
is best taught through the use of nursery rhymes, especially with ELLs
|
|
|
biofuels
|
renewable
(wind, water, etc.) |
|
|
quotient
|
answer to division problem
|
|
|
composite numer
|
number greater than zero which can be divided by at least one other number besides 1 and itself
ex: 9 |
|
|
fossil fuels
|
non-renewable
(oil, gas, coal) |
|
|
READING EXPECTATIONS PER TEKS
|
60 wpm=1st and increases by 10 wpm with each grade
|
|
|
INTONATION PATTERNS
|
used to change the meaning of sentences
example: How ARE you? How are YOU? |
|
|
equalateral
|
3 equal sides and angles
|
|
|
living organizsms
|
carry on life functions and are composed of 1 or more cells
|
|
|
scalene
|
3 unequal sides/angles
|
|
|
viruses
|
non-living
|
|
|
HOW MANY PHONEMES IN ENGLISH LANGUAGE?
|
44
|
|
|
EMERGENT READERS
|
understand print contains meaningful information; will try to imitate
|
|
|
DIGRAPHS
|
2 or more letters representing a sound
ie: ch or sh |
|
|
EARLY READERS
|
mastered reading skills; beginning to read simple text with some degree of success
|
|
|
MORPGOLOGY
|
study of the structure of words
|
|
|
SQ4R
|
survey--readers examine headings, titles, etc.
question--readers devise questions about the topic read--students read while searching for answers reflect--students write to monitor comprehension recite--students attempt to answer questions review--students demonstrate how much they have learned |
|
|
exponential terms (multiplying and dividing)
|
when multiplying terms with exponents (2 squared x 2 to the 3rd power) the exponents are added
so answer would be 4 to the 5th power when dividing terms with exponents (6 to the 4th power / 2 to the 2nd power) the exponents are subtracted so the answer would be 3 squared |
|
|
FOIL method
|
first, outer, inner, last
(x+3)(2x-5) first, multiply x times 2x...2x squared then x times -5 (outer)...-5x then 3 times 2x (inner)...6x 3 times -5 (last)...-15 2xsquared-5xtimes 6x-15 |
|
|
formula for perimeter
|
2l+2w (rectangle)
s+s+s (triangle basically, add all sides together |
|
|
formula for area
|
l x w
|
|
|
DRTA
|
directed reading/thinking activity
students make predictions then analyze to verify or make corrections to predictions |
