Language Arts Test 2

Front 1

The information a person already knows about a topic.aca

Back 1

academic background knowledge

Front 2

The purpose of this reading phase is to extend, clarify, and elaborate on ideas from the text.

Back 2

After reading

Front 3

The purpose of this reading phase is to activate prior knowledge, build motivation, and provide direction.

Back 3

Before reading

Front 4

The ability to derive meaning from text that requires students to mobilize strategies when they do not understand.

Back 4

Comprehension

Front 5

Knowledge that focuses on when and why something happens or is done. Students are required to understand various strategies and when to use them.

Back 5

Conditional knowledge

Front 6

Sounds in a syllable represented y two or more letters that are blended together without losing their own identities.

Back 6

Consonant blend

Front 7

Knowledge that focuses on things we know such as labels, names, facts, and lists. Students recall specific information.

Back 7

Declarative knowledge

Front 8

Two letters that stand for a single phoneme.

Back 8

Digraph

Front 9

A single vowel sound made up of a blend of two vowel sounds in immediate sequence and pronounced in one syllable.

Back 9

Diphthong

Front 10

A type of journal writing with two focuses- What is it? and What does it mean to me?

Back 10

Double-Entry Journal

Front 11

The intent of this reading phase is to develop interaction with reader and text in order to provide active engagement. Teachers use graphic organizers and various notetaking techniques to improve student comprehension.

Back 11

During reading

Front 12

Is essential when reading for information as well as for class discussion.

Back 12

Effective questioning

Front 13

A visual display consisting of shape-bound text and arrows that show direction or sequence of a concept, procedure or event.

Back 13

Flow diagram

Front 14

Assessments used throughout the unit to inform instruction.

Back 14

Formative assessments

Front 15

A writing strategy used to develop the main idea or drawing conclusions for a specific passage. Students consolidate their thoughts about the passage using 20 words of less.

Back 15

GIST

Front 16

A letter or combination of letters that represents a phoneme.

Back 16

Grapheme

Front 17

Visual displays that help students understand, summarize, and synthesize the information from texts or other sources.

Back 17

Graphic organizers

Front 18

A writing strategy incorporating guided reading and summarizing. Students preview a passage and develop headings for the passage. Then they read the passage and add additional details about each heading.

Back 18

GRASP

Front 19

Teaching writing as a process with specific steps all focusing on a final product.

Back 19

Learning to write

Front 20

An arrangement of words or phrases in a table format to be read both horizontally and vertically to show relationships.

Back 20

Matrix

Front 21

The awareness of the necessity for and ability to use before, during and after reading strategies. The ability to think about one’s thinking.

Back 21

Metacognition

Front 22

Refers to students recording notes from written materials.

Back 22

Note making

Front 23

Refers to students written notes from an activity, lecture, or class discussion.

Back 23

Note taking

Front 24

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

Back 24

Phoneme

Front 25

The study of human speech sounds.

Back 25

Phonics

Front 26

The three steps in a Directed Reading-Thinking Activity.

Back 26

Predicting, reading and proving

Front 27

Knowledge that focuses on how to do something. Students are required to apply their knowledge.

Back 27

Procedural knowledge

Front 28

Recording notes

Back 28

Process function

Front 29

Reviewing notes

Back 29

Product function

Front 30

The interaction between the reader and the text.

Back 30

Reader Response Theory

Front 31

A popular study strategy focusing on student comprehension which stands for Survey, Question, Read, Recite, Review

Back 31

SQ3R

Front 32

Assessments administered at the end of a unit to measure cumulative student learning.

Back 32

Summative assessments

Front 33

A letter or combination of letters, uttered together. Or at a single effort or impulse of the voice.

Back 33

Syllable

Front 34

To provide students with an opportunity to demonstrate what they know.

Back 34

The goal of assessment

Front 35

Is to teach students to formulate their own questions as they read.

Back 35

The ultimate purpose of teacher questioning

Front 36

A visual display of information most frequently used to categorize or classify information in which supporting categories branch off from a general concept.

Back 36

Tree diagram

Front 37

Find and add

Back 37

Vocabulary self-awareness chart

Front 38

Writing that does not produce a process writing piece. This brief writing process is meant to be catalyst for furthering student learning.

Back 38

Writing to learn

Front 39

RAFT, Admit/Entry Slips, Exit Slips, and Found Poems strategies

Back 39

Writing to learn strategies

Front 40

Can model prosody and allow students to visually see punctuation, layout, spacing, phrases, and other text cues. Teachers can photocopy passages and use an overhead or enlarged pages for shared reading, teachers can highlight words or phrases.

Back 40

Pros of shared reading

Front 41

What are the pros of shared reading?

Back 41

Can model prosody and allow students to visually see punctuation, layout, spacing, phrases, and other text cues. Teachers can photocopy passages and use an overhead or enlarged pages for shared reading, teachers can highlight words or phrases.

Front 42

Pros of using graphic organizers?

Back 42

Look up and add

Front 43

What are the advantages to using writing in mathematics?

Back 43

Look up and add