Texes Prep: Language Arts

Front 1

A structure element added to the beginning or end of a word in order to alter the meaning, pronunciation, or function.

Back 1

Affix

Front 2

words in a sentence or phrase that begin mostly with the same letter sound.

Back 2

Alliteration

Front 3

The idea that individual speech sounds; therefore, words may be read by saying the sound represented by writing the letters that represent the sounds.

Back 3

Alphabetic Principle

Front 4

The ability to name letters of the alphabet.

Back 4

Alphabetic recognition

Front 5

The use of different srategies and approaches to teach reading.

Back 5

Balanced approach to reading

Front 6

A collection of stories that matches the instructional level of children.

Back 6

Basal reader

Front 7

Instruction that involves presenting reading and othher subject area materials in the child's native language while gradually introducing English.

Back 7

Bilingual education

Front 8

The ability to combine seperate sounds to create a word. /t/o/p/.

Back 8

Blending

Front 9

Oral reading, often of poetry involving more than one reader.

Back 9

Choral reading

Front 10

Two or three letters in the same syllable that are blended or heard when pronounced. (tr in tree)

Back 10

Consonant blend or cluster.

Front 11

A combination of two or more letters that represent a sound that is different from the speech sound that the letters represent. (ch in chop)

Back 11

Consonant digraph

Front 12

Words or phrases within a reading passage that gives hints to vocabulary meaning

Back 12

Context clues

Front 13

: A question with one correct answer

Back 13

Convergent Question

Front 14

an activity involving two or more persons taking turns in talking about a subject.

Back 14

Conversation:

Front 15

A discussion involving varying viewpoints on a central topic, where sides are supported.

Back 15

Debate:

Front 16

Associating printed letters with the speech sounds the letters make; deciphering word meaning.

Back 16

Decode:

Front 17

A linguistic change or variation in speech pronunciation that is different from the standard, or original, pronunciation.

Back 17

Dialect:

Front 18

Two adjacent vowels in which each vowel is heard in the pronunciation. (ou in house)

Back 18

Diphthong:

Front 19

A question that could have many correct answers.

Back 19

Divergent Question:

Front 20

Children’s reading and writing development before formal instruction in classroom setting.

Back 20

Emergent literacy:

Front 21

Beginning efforts in letter formation ( scribbling, drawing), usually starting before kindergarten age.

Back 21

Emergent Writing Stage:

Front 22

: an instructional PROGRAM that teaches English to students whose native language is not English.

Back 22

ESL

Front 23

Level of comprehension that requires children to compare information and ideas presented in a text with their own experiences, background, and values.

Back 23

Evaluative Comprehension:

Front 24

Skills such as word analysis that enable a reader to identify words.

Back 24

Facilitative:

Front 25

The actual understanding or comprehension of what has been read.

Back 25

Functional:

Front 26

A description of the type of text being read.

Back 26

Genre:

Front 27

A printed letter symbol used to represent a speech sound.

Back 27

Grapheme:

Front 28

Written words are made up of systematic letter patterns that represent sounds in pronounced words.

Back 28

Graphophonic knowledge:

Front 29

A description of the type of text being read.

Back 29

Genre:

Front 30

A printed letter symbol used to represent a speech sound.

Back 30

Grapheme:

Front 31

Written words are made up of systematic letter patterns that represent sounds in pronounced words.

Back 31

Graphophonic knowledge:

Front 32

Sound/Symbol relationship

Back 32

Graphophonic

Front 33

Words spelled the same but have different pronunciation and meanings.

Back 33

Homographs:

Front 34

Words that sound the same but have different spellings and meanings.

Back 34

Homophones:

Front 35

Figurative sayings that have special meanings.

Back 35

Idioms:

Front 36

Level of comprehension that requires children to respond to questions and statements based on ideas and information that are directly stated in the text along with the use of their intuition and schema.

Back 36

Inferential comprehension:

Front 37

a series of graded paragraphs followed by a comprehension analysis used to determine a child’s independent, instructional, and frustration level for reading.

Back 37

Informal reading inventory. (IRI):

Front 38

Informal reading inventory.

Back 38

(IRI):

Front 39

Temporary spelling patterns young children use to approximate the spelling of words. (it wus a preti da.)

Back 39

Invented spelling:

Front 40

An instructional method that incorporates children’s experience and backgrounds as a means of developing instructional reading stories.

Back 40

Language experience approach (LEA) :

Front 41

Language experience approach

Back 41

(LEA)

Front 42

For ESL children, the use of sounds, syntax, and vocabulary of two languages simultaneously as a child participates in literacy activities.

Back 42

Language interference:

Front 43

The relationship of letters in printed words to spoken languages.

Back 43

Letter recognition

Front 44

Level of comprehension that requires children to respond to questions and statements that directly relate to stated text.

Back 44

Literal comprehension:

Front 45

The first stage children experience when learning about words.

Back 45

Logographic Awareness:

Front 46

Words that are learned as whole units are sometimes embedded in a logo such as a stop sign or the arches in the McDonalds.

Back 46

Logographic Awareness

Front 47

Comparison of two unlike things without using as or like.

Back 47

Metaphors:

Front 48

Words read differently than how they are written

Back 48

Miscues

Front 49

The smallest meaningful unit of language. (cat is a morpheme whose pronunciation consist of three phonemes /c/a/t/)

Back 49

Morpheme

Front 50

Grammatical variations in a language most often associated with a cultural group.

Back 50

Nonstandard dialect

Front 51

The consonant that comes at the beginning of syllables in words. (bl in blend)

Back 51

Onset

Front 52

Vowels and consonants at the end of a syllable (end in blend)

Back 52

Rimes

Front 53

The concept that identifies and describes the difference between the skills of listening and speaking from the skills of reading and writing

Back 53

Oracy

Front 54

Correct spelling

Back 54

Orthography

Front 55

The smallest unit of sound in a language that distinguishes one word from another word.

Back 55

Phoneme

Front 56

The process of applying knowledge of letter-sound relationships to words

Back 56

Phonic Analysis

Front 57

Teachers ask for this when they instruct children to sound out words

Back 57

Phonic Analysis

Front 58

: The knowledge or understanding that speech consists of a series of sounds and that individual words can be divided into phonemes

Back 58

Phonemic Awareness

Front 59

Using letters and the sounds of letters to determine the pronunciation of a word

Back 59

Phonics

Front 60

The ability to use letter-sound knowledge to identify an unknown word.

Back 60

Phonological Awareness

Front 61

The study of speech sound.

Back 61

Phonology

Front 62

A collection of student-generated products that show growth, progress, or improvement over a period of time.

Back 62

Portfolio

Front 63

The rhythm of speech including phrasing, appropriate breathing, voice intonation, tone and attention to all punctuation marks

Back 63

Prosody

Front 64

The oral presentation of drama by two or more readers using a printed script

Back 64

Readers Theater

Front 65

Produce patterns of rhyming words

Back 65

Rhyming

Front 66

An informal assessment that provides a record of a child’s oral reading development and behavior.

Back 66

Running Record

Front 67

Support for a learner as he or she enters a phase of readiness for a new skill

Back 67

Scaffolding

Front 68

In many words that have more than one syllable, one of the syllables receives less or diminished stress

Back 68

Schwa sound

Front 69

The ability to identify and separate sounds in words.

Back 69

Segmentation

Front 70

Constructing a grid for a concept where examples of the concept are listed vertically and features are listed horizontally. Students them decide which feature matches each word.

Back 70

Semantic feature analysis

Front 71

Writing a word or concept in the center circle of a cluster, drawing rays, writing information about the word or concept, in the bubble and making connections between the word or concepts and the related unit of study or details from reading.

Back 71

Semantic or concept map:

Front 72

The way a word is defined

Back 72

Semantics

Front 73

Any words a reader can recognize instantly without having to use a word recognition strategy

Back 73

Sight-vocabulary

Front 74

Comparison between two things of a different kind or quality using like or as

Back 74

Similes

Front 75

Division of speech sounds within words

Back 75

Syllable

Front 76

Patterns of phrases, clauses, and sentences

Back 76

Syntactic

Front 77

sentence structure

Back 77

Syntax

Front 78

Instructionally generated learning activities that center on a topic or interest.

Back 78

Thematic units

Front 79

Children’s literature sources that teachers sometimes use in instructional settings instead of textbooks

Back 79

Trade Books

Front 80

Two adjacent vowels that represent one speech sound. (ee in feet)

Back 80

Vowel Digraph

Front 81

Refers to all methods of word recognition. Phonics is one such method.

Back 81

Word Analysis

Front 82

Sorting a collection of words taken from a word wall or other sources into two or more categories

Back 82

Word sorts

Front 83

A list of words children are learning posted on a poster in a highly visible location.

Back 83

Word wall

Front 84

Involves narration of a story to the teacher or in the case of older children a writing assignment prompt, instruction on a small area of writing or punctuation, revision//editing and peer sharing

Back 84

Writing or Writers Workshop

Front 85

Children learn within their instructional level or just beyond their instructional level with scaffolding form an adult or from a capable peer

Back 85

Zone of proximal development

Front 86

The first stage in the writing process

Back 86

Prewriting

Front 87

Allows students to explore topics for consideration, identify ways to gather information about a topic

Back 87

Prewriting

Front 88

Teachers find that this is the most difficult phase b/c students cannot begin to get their ideas into written form

Back 88

Prewriting

Front 89

Students begin to write about the things they have learned during this phase.

Back 89

Drafting

Front 90

During this phase students are encouraged to not be concerned about mechanics (spelling, grammar, punctuation, ect.)

Back 90

Drafting

Front 91

Students are concerned with revisiting the content of their writing assignment but not yet consider correcting mechanics

Back 91

Revising

Front 92

Students consider their audience by selecting the most effective wording to convey clear meaning, supporting details.

Back 92

Revising

Front 93

During this phase teachers encourage students to share their writing with peers.

Back 93

Revising

Front 94

Students proofread their content by looking for mechanical errors

Back 94

Editing

Front 95

Teachers will often act as a proofreader during this phase

Back 95

Editing

Front 96

The last stage in the writing process

Back 96

Publishing

Front 97

Students engage in instructional activities that promote development of oral language usage, conceptual knowledge, narrative and expository print forms, alphabet usage, and letter formation.

Back 97

Kindergarten TEKS

Front 98

Students engage in instructional activities that promote development of independent readers and writers by using various print forms, by providing reading materials that promote fluency and understanding, and by demonstrating the conventions of writing and spelling.

Back 98

Grade 1 TEKS

Front 99

Students engage in instructional activities that promote development of independent readers by providing instruction that promotes sight vocabulary development.

Back 99

Grade 2 TEKS

Front 100

Teaching and demonstrating a variety of word identification strategies, teaching comprehension skills, demonstrating graphic presentations,

Back 100

Grade 2 TEKS

Front 101

Teaching note taking procedures, and teaching conventions of writing and spelling.

Back 101

Grade 2 TEKS

Front 102

Students engage in instructional activities that promote structural analysis skills, glossary skills, elements of the writing process, independent reading activities.

Back 102

Grade 3 TEKS

Front 103

Activities that provide a transition from manuscript writing to cursive writing

Back 103

Grade 3 TEKS

Front 104

Students engage in instructional activities that demonstrate story structure analysis, produce narrative and expository writing products, practice the parts of speech in a variety of written forms.

Back 104

Grade 4 TEKS

Front 105

demonstrate application of the elements of writing

Back 105

Grade 4 TEKS

Front 106

emphasize awareness of correct spelling and grammar,

Back 106

Grade 4 TEKS

Front 107

Teachers of young children understand the importance of oral language, knowing the development process of oral language, and provide a variety of instructional opportunities for young children to develop listening and speaking skills.

Back 107

Competency 001

Front 108

Teachers of young children understand the components of phonological and phonemic awareness and utilize a variety of approaches to help young children develop this awareness and its relationship to written language.

Back 108

Competency 002

Front 109

Teachers of young children understand the importance of the alphabetic principle to reading English-know the elements of the alphabetic principle, and providing instruction that helps children understand that printed words consist of graphic representation that relates to the sounds of spoken language in conventional and intentional ways.

Back 109

Competency 003

Front 110

Teachers of young children understand that literacy develops over time and progresses from emergent to proficient stages. Teachers use a variety of context to support the development of children’s literacy

Back 110

Competency 004

Front 111

Teachers of young children understand the importance of word analysis and decoding to reading and provide many opportunities for children to improve their word analysis and decoding abilities

Back 111

Competency 005

Front 112

Teachers understand the importance of fluency to reading comprehension and provide many opportunities for children to improve their reading fluency

Back 112

Competency 006

Front 113

Teachers understand the importance of reading for understanding, knowing the components of comprehension, and teach young children strategies for improving their comprehension.

Back 113

Competency 007 and 008

Front 114

Teachers understand that writing to communicate is a developmental process and provide instruction that helps young children develop competence in written communication.

Back 114

Competency 010

Front 115

Teachers understand how young children use writing conventions and how to help children develop proficiency in using writing conventions

Back 115

Competency 009

Front 116

Teachers understand the basic principal of literacy assessment and use a variety of assessments to plan and implement literacy instruction

Back 116

Competency 011

Front 117

a type of word that represents a person, thing, or place, like mother, apple, or valley

Back 117

noun

Front 118

a type of word that describes an action or a state of being, like wiggle, walk, run, jump, be, do, have, or think.

Back 118

verb

Front 119

a substitute for a noun. example : I, me, she, hers, he, him, it, you, they, them, etc

Back 119

pronoun

Front 120

a word that describes something (a noun), example big, cold, blue, and silly

Back 120

adjective

Front 121

a word that tells "how," "when," "where," or "how much. examples:easily, warmly, quickly, mainly, freely, often, and unfortunately

Back 121

adverb

Front 122

a word that shows the spatial (space), temporal (time), or logical relationship of its object to the rest of the sentence. examples: above, near, at, by, after, with and from

Back 122

prepositions

Front 123

a word that joins other words, phrases, clauses or sentences. examples: and, as, because, but, or, since, so, until, and while.

Back 123

conjuctions

Front 124

a word that expresses emotion examples:oh, wow, ugh, hurray, eh, and ah

Back 124

interjection

Front 125

instructs by building on knowledge previously acquired, encouraging active learning and emphasizing working in groups to develop social and communication skills.

Back 125

Whole Language Approach

Front 126

A literature curriculum that help students understand the content in other disciplines should includes:

Back 126

Contemporary and historical literature
Use of universal themes Recognizing society's diversity

Front 127

The separated-simulated-integrated method of instruction teaches

Back 127

Related vocabulary and critical thinking

Front 128

an early childhood instructional strategy in which the teacher involves a group of young children in the reading of a particular big book in order to help them learn aspects of beginning literacy, as print conventions and the concept of word, and develop reading strategies, as in decoding or the use of prediction.

Back 128

shared reading