Ec-6 Language Arts

Front 1

Verbs which take an object are usually called_____ verbs.

Back 1

transitive

Front 2

Verbs which do not take an object are usually called_____ verbs.

Back 2

intransitive

Front 3

Mary gave me a dollar

Back 3

Example of using a transitive verb. Gave who? me Gave what?: a dollar

Front 4

The shelf holds.
The committee named

Back 4

Example of intransitive: Does not anwser who or what.

Front 5

The key feautre of a balanced reading program is that it uses...

Back 5

The best practices from the skill-based and the meaning based approaches.

Front 6

Why is it important to teach onset and rimes when teaching spelling in the English language?

Back 6

it compensates for the grapheme-phoneme inconsistency of English

Front 7

Prefixes usually represent what?

Back 7

Morphemes

Front 8

What is a derivational morpheme?

Back 8

derive a new word by being attached to root morphemes or stems. Example: beautiful, exactly, unhappy, impossible, recover

Front 9

What is a Inflectional morpheme ?

Back 9

They signal grammatical information such as number (plural), tense, possession and so on. They are thus often called bound grammatical morphemes. Examples: boys, Mary’s , walked

Front 10

The word predestined is composed of ...

Back 10

one derivationnal morpheme, the root, and one inflectional morpheme.

Front 11

Age and characteristics of Holophrasic One-word Stage

Back 11

11-19 months: begins with imitation of facial expressions, and can follow simple instructions

Front 12

Age and characteristics of Two word Stage

Back 12

13-24 months use of Pivot and open words. Example: no more, all gone

Front 13

Characteristics of Telegraphic Stage

Back 13

Most words used are content words with high semantic value.Example: hello there, milk all gone, that's not nice

Front 14

Pivot

Back 14

Refers to words that can be used to accomplish multiple functions: No, up, all , see, more, gone

Front 15

Open

Back 15

Contains words that are generally used to refer to one concept: home, milk, dog, juice

Front 16

Intonation pattern...

Back 16

describes the pitch contour of a phrase or a sentence that is used to change the meaning of the sentence

Front 17

Alphabetic Principal

Back 17

describes the ability to connect letters with sounds,, and to create words based on these associations.

Front 18

Pre-alphabetic stage

Back 18

not connecting letters and the sound of the logo.

Front 19

Partial alphabetic stage

Back 19

get exposed to blocks,, begin connecting the shape of the letters with the sound they represent.

Front 20

Full alphabetic stage

Back 20

make connections between letters and sounds and the actual meaning of words.

Front 21

Consolidated Alphabetic stage

Back 21

Know how to decode words, discover how they can create new words.

Front 22

Characteristics of Early Readers:

Back 22

Self-correct when text does not make sense.
Identify main idea and story characters.
begin to notice punctuation, capitilization, bold print.
Sound out words
Confirm info in text

Front 23

Characteristics of Emergent readers:

Back 23

Represent main idea with drawings
Able to connect initial letter of words with its representing phome.
Use illustrations and prior knowledge to make predictions
Some degree of phonemic awerness

Front 24

Characteristics of Newly Fluent readers:

Back 24

Self-monitor their reading
Can identify and correct simple errors with minimum external support.
Summarize parts they have read and make inferences
Use literary terms and grammar conceptss

Front 25

How much time should a child engage in sustained silent reading a day?

Back 25

20 minutes

Front 26

Semantic, structural, and visual cuing are all used by what type of reader?

Back 26

Newly fluent readers

Front 27

Example of a homonyme

Back 27

Club-club

Front 28

The teacher dictates the ideas and thoughts of the students.

Back 28

Language Experience Approach

Front 29

The teacher records a students story saying each word aloud while writing it down.

Back 29

Language Experience Approach

Front 30

What can be taught by sharing and reading examples, and shows the unique style of the author.

Back 30

Voice

Front 31

Students who develop an understanding of the key components of a story (setting, characters, resolution) have mastered what?

Back 31

Story Grammar

Front 32

Focuses mainly on meaning at the sentence or word level rather than across the entire text.

Back 32

Semantic Cues

Front 33

A way to read a text together and is not specific to analyze features of a text.

Back 33

Shared Reading

Front 34

Introduce children to different kindsof text, and teach how to scan to locate and retrieve information.

Back 34

Moving from learning to read stage to reading to learn.

Front 35

Introducing a variety of different versions of the same story can help children...

Back 35

with critical reading, and promotes higher order thinking skills

Front 36

Miscue analysis from a running record done once a week.

Back 36

Example of formative evaluation

Front 37

Ongoing measures of how students are doing during regular classroom instruciton.

Back 37

Formative evaluations

Front 38

Usually given throughout the school year.

Back 38

Formative evaluations

Front 39

Given at the end of a grading cycle or at the end of the school year.

Back 39

Summative evaluations

Front 40

Syllabication and word stress are both terms that pertain to...

Back 40

Phonological awareness

Front 41

Jan is having problems seperating words into syllables and identifying the syllable with the primary stress. What does she need help with?

Back 41

Phonological awareness

Front 42

Main benifit of shared book experience.

Back 42

Stories are shared in a supportive environment.

Front 43

What are the six major linguisti subsystems that appear in any given language?

Back 43

Phonology, morphology, syntax, lexicon, semantics, and pragmatics.

Front 44

A subordinate clause is also called a....

Back 44

Dependent clause

Front 45

Begins with a subordinate conjunction.

Back 45

Subordinate clause

Front 46

Give some examples of subordinate conjuctions.

Back 46

after,although,as,because, before, even if,even though,if
in order, that once,provided that
rather than
since
so that
than
that
though
unless until
when
whenever
where
whereas
wherever
whether
while
why

Front 47

Connect letters with sounds and create words based on such associations.

Back 47

Alphabetic principal

Front 48

Thematic units of instruction is ideal to teach ELL social studies because...

Back 48

makes content more cognitively assessible.

Front 49

Confirming predications is what tpe of skill and what does it promote?

Back 49

Comprehension skill and helps develop reading comprehension skills.

Front 50

Readers theature promotes?

Back 50

Reading fluecy

Front 51

What does LAD stand for?

Back 51

Language Acquisition Devise

Front 52

Enables human beings to produce language and utilize correct language rules.
Is said to be adaptable as it adjusts to the language being learned.
Chomskys work provided the theoretical rational for thhe work related to the LAD

Back 52

Characteristics of the Language Acquistion Approach

Front 53

Students at an independent reading level are able to understand_____ of the words.

Back 53

95%

Front 54

Students at the frustration reading level read less than ____ of the words.

Back 54

89%

Front 55

When a child misses____ % of words in a passage comprehension problems will occur.

Back 55

10%

Front 56

A morpheme that cannot occur in isolation and therefore, is attached to a root word or another morpheme.

Back 56

Bound morpheme

Front 57

Ish, able, ness, ity

Back 57

Examples of bound morphemes.

Front 58

A key challenge for student who are moving from the learning to read to reading to learn phase.

Back 58

Develop an understanding of academic language.

Front 59

To confirm or correct predictions as .one reads.

Back 59

Main purpose of DRTA (direct reading-thinking activity

Front 60

What does DRTA stand for?

Back 60

direct reading-thinking activity

Front 61

Requires students to participate in cooperative learning groups where each student has a role in discussing the key aspects of the text in terms of posing questions, clarification, making predications.

Back 61

Reciprocal teaching.

Front 62

Asking questions about the main idea.
Clarifying diffticult parts of the content.
Predicting what wil..l come next.

Back 62

Components of Reciprocal teaching strategy

Front 63

Seperating syllables into individual phomes is part of what?

Back 63

Phonological awerness

Front 64

Advantage of using the Languuage Experience Approach to teach reading.

Back 64

It provides the scchema or experiential background to facilitate the comprehension of the story.

Front 65

Term that refers to variations that occur when children try to decode and guess the meaning of printed words.

Back 65

Miscue

Front 66

Story retelling inventories are generally used to assess studnets...

Back 66

Comprehnension, sentence structure knowledge, and vocabulary developmment.

Front 67

What are minimal pairs used to teacch and assess?

Back 67

Phonology

Front 68

It elimminates the artificial boundries created through traditional course scheduling.

Back 68

Thematic units