Texes E-4 Bilingual - Domain Ii - Language Arts

Front 1

Oral language skills can be developed by:

Back 1

Providing environments full of language development opportunities. Listening centers, books read aloud, asking questions, consulting with classmates, etc. Active learners are hardly ever silent.

Front 2

Language Components

Back 2

Phonological awareness
Phonology
Morphology
Syntax
Semantics
Pragmatics

Front 3

Phonology:

Back 3

Producing the basic sound units of language.

Front 4

Phonological Awareness:

Back 4

A broad skill that includes identifying and manipulating units of oral language – parts such as words, syllables, and onsets and rimes. Children who have phonological awareness are able to identify and make oral rhymes, can clap out the number of syllables in a word, and can recognize words with the same initial sounds like money and mother.

Front 5

Morphology:

Back 5

Word formation in language including inflection, derivation, and compounding.

Front 6

Syntax:

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The way in which words are put together to form phrases, clauses, or sentences.

Front 7

Semantics:

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Relating to meaning in language

Front 8

Pragmatics:

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The appropriate use of language; rules for communicating effectively and responding to the needs of one's listeners. Social context, including its effect on the interlocutors.

Front 9

Phonemes:

Back 9

The smallest linguistically distinctive units of sound.

Front 10

When children are encouraged to participate in conversations they learn to:

Back 10

Use spoken language for a variety of purposes.

Follow and give simple directions and instructions.

Ask and answer questions.

Use appropriate volume and speed when they speak.

Follow the rules of polite conversation, such as staying on a topic and taking turns.

Use language to express and describe their feelings and ideas.

Listen carefully for different purposes, such as to get information or for enjoyment.

Front 11

Phonemic awareness:

Back 11

refers to the specific ability to focus on and manipulate individual sounds (phonemes) in spoken words.

Front 12

Onset (Part of spoken language)

Back 12

One of two types of syllables. the initial consonant(s) sound of a syllable (the onset of bag is b-; of swim,is sw-).

Front 13

Onset (Part of spoken language)

Back 13

The initial consonant(s) sound of a syllable (the onset of bag is b-; of swim,is sw-).

Front 14

Rime (Part of spoken language)

Back 14

part of the syllable that contains the vowel and all that follows it (the rime of bag is –ag; of swim, -im).

Front 15

Alphabetic Principle

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The ability to associate sounds with letters and use these sounds to form words. (Ability to ID letter names and the sounds they produce)

Front 16

Emergent Literacy

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The earliest phase of literacy development; the period between birth and the time when children read and write conventionally.(Signals a beliege that, in a literate society, young children (even 1 and 2 year olds) are in the process of becoming literate). early unconventional attempts at reading and writing are respected as legitimate.

Front 17

Graphophonemic knowledge

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The understanding that written words are composed of patters of letters that represent the sounds of spoken words. Need this to understand the alphabetic principle.

Front 18

Concepts of Print

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Students must understand that printed language serves many purposes and is all around them; on signs, billboards, and labels, and in books, magazines, and newspapers.

Front 19

Activities that teach print conventions:

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Helping students practice turning pages, locating the tops and bottoms or pages, identifying the front and back cover of a book.

Front 20

Letter-Sound correspondence

Back 20

Student knows letter-sound or sound-symbol relationships. Student uses letter-sound knowledge to sound or decode words.

Front 21

Word Analysis

Back 21

The process of using the written patterns of speech to figure out unfamiliar words.

Front 22

CVC

Back 22

Consonant Vowel Consonant (cat, map, get)

Front 23

CVCC

Back 23

Consonant Vowel Consonant Consonant (Back, Lamp, Lock)

Front 24

CVCe

Back 24

Consonant Vowel Consonant Silent-E (Make, Joke, Fate)

Front 25

Literacy

Back 25

Both reading and writing. Suggests simultaneous development and mutually reinforcing effects of both aspects.

Front 26

Decoding

Back 26

Converting single letters and letter combinations into sounds and blending sounds to read words.

Front 27

Structural Analysis (in decoding)

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Process of interpreting word parts that make up a word. Using word parts enables the reader to determine the pronunciation and meaning of unknown words.

Front 28

Blending (in decoding)

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Consonants that are seen and heard together (buMP, STraw, PLaNT)

Front 29

Sigh Words

Back 29

Words that should be recognized "on sight" are those that are most useful whether they are regular or irregular. Memorized as whole words.

Front 30

Read fluency

Back 30

Ability to read a text accurately and quickly. fluent readers read aloud and with expression.

Front 31

Intonation (in reading fluency)

Back 31

The variation of tone used when speaking

Front 32

Accuracy (in reading fluency)

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Accurate decoding of words in text

Front 33

Automaticity (in reading fluency)

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Decoding words with minimal use of attentional resources.

Front 34

Prosody (in reading fluency)

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The appropriate use of phrasing and expression to convey meaning.

Front 35

Steps in Reading Comprehension

Back 35

1. Set comprehension objectives.
2. Focus on main ideas.
3. Pre-treach important vocab words.
4. Read the material in manageable chunks then ask questions on each chunk.
5. Use KWL strategy: discuss what I Know; what I Want to know; what I Learned.

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Purpose of Questions BEFORE reading:

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1. Elicit prior knowledge related to the core ideas of the story.
2. Make connections between what they know and the text theme or subject.
3. Set a purpose for the reading.
4. Construct predictions.

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Purpose of questions DURING reading:

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1. Clarify and review what has happened so far.
2. Confirm or create new predictions.
3. Evaluate the story critically and make personal connections.
4. Compare with other experiences or texts.
5. Monitor reading for meaning and accuracy.

Front 38

Purpose of questions AFTER reading:

Back 38

Extend reading experience by:
1. Reinforcing the concept that reading is for understanding meaning and making connections.
2. Model ways of thinking through and organizing the text information.
3. Think critically about the text.
4. Respond on a personal level.
5. Build awareness of common themes and structures in literature.

Front 39

Writing Convention

Back 39

A general agreement on or acceptance of a particular writing practice; a usage, format, spelling, acronym, etc. that a group accepts as true or correct by convention.

Front 40

Writing Communication

Back 40

To know that writing is a form of communication, such as letters, labels, books, poems, etc.