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;
70 Cards in this Set
- Front
- Back
|
Borrowing
|
taking a word from another language (Ex: "yam" and "tote" from African language and "macho" and "spaghetti" from European languages)
|
|
|
Receptive Language
|
language that is spoken or written by others and is received by an individual, that is listening or reading; the individual must be able to attend to process, comprehend, retain, and/or integrate spoken or written language; have phonemic awareness; have the ability to notice, think about, and manipulate the individual sound in words and phonemes; have phonological awareness, sound symbol recognition, or specific sound recognition
|
|
|
Chomsky's Stages of Language Acquisition
|
1) prelinguistic (silent period with only crying), 2) holophrastic (one-word communication), 3) two-word, 4) telegraphic (when child may omit some syllables, substitute sounds, and use only pivot words with other words), 5) intermediate development, 6) adult
|
|
|
Question the Author
|
a strategy that engages students actively with a text by encouraging them to ask questions of the author and the text: "What is the author's message? Does the author explain this clearly? How does this connect to what the author said earlier?"
|
|
|
Parallelism
|
a balance within sentences of similar clauses that have the same grammatical structure (Ex: "My fellow Americans, ask not what your country can do for you, ask what you can do for your country."--JFK)
|
|
|
Compound Sentence
|
consists of 2 or more independent clauses joined by a coordinator (Ex: "I tried to speak Spanish, and my friend tried to speak English.")
|
|
|
Compound-Complex Sentence
|
made from 2 independent clauses and one or more dependent clause (Ex: "Although I like camping, I haven't had the time to go lately, and I haven't found anyone to go with.")
|
|
|
Complex Sentence
|
has an independent clause joined by one or more dependent clause; always has a subordinator such as became, since, after, although, or when (or many others) or a relative pronoun such as that, which, or who (Ex: The teacher returned the homework after she noticed the error.)
|
|
|
Simple Sentence
|
also called an independent clause; it contains a subject and a verb, and it expresses a complete thought
|
|
|
Semantics
|
meaning of a word, phrase, sentence, or text
|
|
|
Critical Comprehension
|
one of the highest levels of comprehension which may require the reader to read and think beyond the lines to indicate whether a text is true or false, distinguish between fact and opinion, detect propaganda, judge whether the author is qualified to write the text, recognize bias and fallacies, identify stereotypes, and make assumptions
|
|
|
Creative Comprehension
|
this level of comprehension requires readers to respond--often emotionally--to something they are reading; readers may respond by stating another way to treat a situation, by indicating another way of solving a problem in the story, or by speculating whether the plot could have occurred in a different place or time
|
|
|
Venn Diagram
|
a graphic organizer consisting of overlapping concentric circles; they enable a reader to compare 2 characters, concepts, places or things by placing specific criteria or critical attributes for one in the left circle, for the other in the right circle, or characteristics that are shared by the two in the overlapping section in the center
|
|
|
Fishbone Organizer
|
this type of graphic can help the reader to illustrate case and effect
|
|
|
Inquiry Chart (I-chart)
|
a strategy which enables students to gather information about a topic from several sources; a chart is designed around several questions about a topic; students read or listen to several sources on the topic and record answers to the posed questions; students generate summaries in the final row; different answers from different perspectives can be explored as a class
|
|
|
Didactic
|
intended to teach, particularly in having moral instruction as wan ulterior motive
|
|
|
Acronym Formation
|
forming a word from the initials of a group of words (Ex: AIDS:Acquired Immune Deficiency Syndrome and NASA:National Aeronautics and Space Administration)
|
|
|
Think-Pair-Share (TPS)
|
a collaborative strategy in which students work together to solve a problem or answer a question about an assigned reading; this technique requires students to (a) think individually about a topic or answer to a question then (b) share ideas with classmates; discussing an answer with a partner serves to maximize participation, focus attention and engage students in comprehending the reading material
|
|
|
Think-Alouds
|
"eavesdropping on someone's thinking"; teachers verbalize aloud while reading a selection orally; these verbalizations include describing things they are doing as they need to monitor their comprehension; provides a model for students for how skilled readers construct meaning from a text
|
|
|
Summarizing
|
teaches students how to discern the most important ideas in a text, how to ignore irrelevant information, and how to integrate the central ideas in a meaningful way; teaching students this strategy improves their memory for what is read
|
|
|
Story Sequence
|
helps students to recall the facts of a story in the proper order; this skill aids in comprehension and problem-solving
|
|
|
Story Map
|
a strategy that uses a graphic organizer to help students learn the elements of a book or story; by identifying story characters, plot, setting, problem, and solution, students read carefully to learn the details; the most basic forms focus on the beginning, middle, and end of the story, while more advanced organizers focus more on plot or character traits
|
|
|
Expressive Language
|
communication through speaking, writing, and/or gestures, that is, selecting words, formulating them into ideas, and producing them through speaking, writing, or gesturing; it involves word retrieval, rules of grammar, word and sentence structure, and word meaning
|
|
|
Syntax
|
the arrangement of words and phrases to form a sentence; rules of grammar; used as a cue to help increase comprehension and to guess at unknown words
|
|
|
Morphology
|
the study of the forms of words
|
|
|
Second Language Acquisition Theory
|
developed by Steven Krashen in California; the theory is made of 5 components: acquisition-learning hypothesis, monitor hypothesis, natural order hypothesis, natural order hypothesis, input hypothesis, and affective filter hypothesis
|
|
|
The Oxford English Dictionary
|
gives the current, common meaning along with the ways in which a word has been used throughout history
|
|
|
Anticipation Guide
|
a series of questions that students are asked to respond to (usually by marking agree or disagree) before a particular unit or lesson is to begin; it is used to activate a student's prior knowledge and build curiosity about a new topic; also sets a purpose for reading; the questionnaire can be revised after reading to evaluate how well students understood the material and to correct any misconceptions
|
|
|
Reciprocal Teaching
|
refers to an instructional activity in which students become the teacher in small group reading sessions; teachers model, then help students learn to guide group discussions using four strategies: summarizing, question generating, clarifying, and predicting; once students learn the strategies, they take turns as the teacher; this process/tool helps students to think about their own thought process during reading to learn to be actively involved and monitor their comprehension as they read, and to ask questions during reading and helps make the text more comprehensible
|
|
|
Partner Reading
|
a cooperative learning strategy in which two students are encouraged to work together to read an assigned text; it allows students to take turns reading and provide each other with feedback to monitor comprehension; provides a model of fluent reading and helps students learn decoding skills by offering positive feedback; provides direct opportunity for a teacher to circulate in the class, observe students, and offer individual remediation
|
|
|
Cognitive Language
|
language which is received, processed into memory, integrated with knowledge of the individual from which new ideas and concepts can be generated; it is the part of the creative process that shapes the thought of each person
|
|
|
Running Record
|
documents a child's reading as he or she reads out loud, allowing the teacher to evaluate the reading level as well last to note explicit types of miscues; specific marks are used to indicate the kinds of errors the reader makes such as substitutions, omissions, incentives, self-corrections, and so on
|
|
|
Question-Answer Relationships (QAR)
|
helps students understand the different types of questions; by learning that the answers to some questions are "right there" in the text, that some answers require a reader to "think and search," and that some answers can be answered "on my own," students recognize that they must first consider the question before developing an answer
|
|
|
Informal Reading Inventory
|
an individually administered diagnostic assessment designed to evaluate a number of different aspects of students' reading performance; after reading a selected passage, a student responds orally to follow-up questions assessing comprehension and recall; students can be rated on comprehension, word recognition, prior knowledge, fluency, emotional status, etc.; this method is used to match students with appropriate reading materials, place children in guided reading groups, design instruction to address students' noted strengths and needs, and document reading progress over time; most importantly, they help to diagnose gaps in the abilities of readers who struggle the most
|
|
|
Language Acquisition Support System (LASS)
|
where language is learned with assistance from the family and its extensions (i.e. constant access to the mother tongue, ritualized scenarios such as bath-time, dinner, etc.); this language learning theory is divided into several parts: receptive language, cognitive language, and expressive language
|
|
|
Paragraph Shrinking
|
an activity developed as part of the Peer-Assisted Learning Strategies (PALS) in which each student takes turns reading, pausing, and summarizing the main points of each paragraph; students provide each other with feedback as a way to monitor comprehension
|
|
|
Directed Reading Thinking Activity (DRTA)
|
a comprehensive strategy that guides students in asking questions about a text, making predictions, and then reading to confirm or refute their predictions; encourages readers to be active and thoughtful readers, enhances their comprehension; activates prior knowledge; strengthens reading and critical thinking skills
|
|
|
Concept Slot
|
a vocabulary and comprehension strategy used to familiarize students with the new vocabulary or new topic of a book; teachers provide students with a list of terms or concepts from the reading material; students place words into different categories based on each word's meaning; provides an opportunity for the teacher to see what his or her students already know about the given context when used before reading; after reading, teachers can use the strategy to access students' comprehension of the concepts presented
|
|
|
Concept Map
|
a visual organizer that can help enrich students' understanding of a new concept; it helps students think about the concept in several ways; engages students in answering questions such as "What is it? What is it like? What are some examples?" They can be used as a pre-reading strategy for second language learners and students of varying skill levels
|
|
|
Synthetic Language
|
uses large numbers of bound morphemes and often combines them to form a single word
|
|
|
The Monitor Hypothesis
|
illustrates how the acquired system is affected by the learned systems; speakers apply their understanding of learned grammar to edit, plan, and initiate their communication
|
|
|
The Natural Order Hypothesis
|
suggests that here is a natural order to the way second language learners acquire their target language which is thought to transcend age, the native language, the target language, and the conditions under which the language is being learned; the steps are as follows:
1) they produce single words 2) they string words together based on meaning and not syntax 3) they begin to identify elements that begin and end sentences 4) they begin to identify different elements within sentences and can rearrange them to produce questions |
|
|
Miscue Analysis
|
the process of assessing strategies that students use in their reading so that he or she can learn to build on existing reading strategies
|
|
|
Activate Prior Knowledge
|
a cue or tool which increases comprehension by having students make connections to a text using their background or past experiences
|
|
|
Semantic Feature Analysis
|
uses a grid to help students explore how sets of things are related to one another; by completing and analyzing the grid, students are able to see connections, make predictions, and master important concepts; this strategy enhances comprehension and vocabulary skills; it illustrates how words are both similar and different and emphasizes the uniqueness of each word; this instructional tool draws on students prior knowledge and uses discussion to elicit information about word meaning
|
|
|
The Affective Filter Hypothesis
|
describes external factors that can act as a filter that impedes language acquisition; factors include motivation, self-confidence, and anxiety; students who are motivated, confident, and relaxed about learning the target language have much more success at learning that language
|
|
|
Shared Inquiry Approach
|
an approach to interpreting text that involves a leader and a group; the leader does not express opinions or present information but rather guides the participants to their own interpretations; members listen to and give opinions to others in the group; debates are common; it is associated with the Great Books Program
|
|
|
Acquisition Learning Hypothesis
|
fuses two systems of how individuals learn language; the acquired system and the learned system
|
|
|
Acquired System
|
relates to the unconscious aspect of language; speakers are less concerned with the structure of their utterances than with communicating meaning
|
|
|
Learned System
|
relates to a formal instruction in which students engage in formal study to learn a language
|
|
|
Inference
|
figured out based on experience; teachers can help students by helping them understand when information is implied
|
|
|
Abstract Level
|
a method of recording informations using picture writing, or pictographs on clay tablets using long reed
|
|
|
Interpretive or Inferential Comprehension
|
the second-lowest level of comprehension which requires students to read in between the lines; this level may require readers to define figurative language or to identify terms; a reader may be required to draw conclusions, to generalize, to derive meaning from language, to speculate, to anticipate, to predict, and/or to summarize
|
|
|
Concrete Level
|
the first way of preserving memories of an event, the parts of a story, or the history of a person, family, or place was with souvenirs, or "solid" reminders
|
|
|
Semiconcrete Level
|
an early level of recording that included people using pictography, or drawings to tell their stories
|
|
|
Semiabstract Level
|
a method of recording information using animal bones notched to represent days, numbers of people, the numbers of possessions, etc.
|
|
|
Visual Imagery
|
good readers construct mental images as they read a text; by using prior knowledge and background experiences, readers connect the author's writing with a personal picture
|
|
|
Literal Comprehension
|
the lowest level of understanding; involves reading the lines; students can give back facts or details from the passage or paraphrase
|
|
|
Input Hypothesis
|
seeks to explain how second languages are acquired; it argues that learners progress along the natural order only when they encounter second language input that is one step beyond where they are in the natural order; therefore, a learner at the single word production stage will only be able to string words together based on meaning and syntax when they encounter that input
|
|
|
Reader-Response Critical Approach
|
an approach to interpreting text that focuses on the reader and the reading process; the real meaning is in the reader's psyche; associated with the 1936 method of Louise Rosenblatt, the idea of a fixed meaning in a work is rejected; this method has led to the use of reading group/circles, journal writing, and peer writing exercises
|
|
|
Pragmatics
|
Rules for social language, which involves 3 primary communication skills:
1) using language appropriately for different social situations, such as greeting, requesting, demanding, promising, and informing 2) changing language to the listener's needs (i.e. speaking in a different volume in hospitals and using different words with children) 3) following rules for conversing with others such as taking turns, staying on topic, not standing too close when speaking to someone, and rephrasing when necessary |
|
|
Rubric
|
a form of daily observation that enables the user to rate the quality of students performance according to a predetermined set of criteria and standards; they usually have a rating scale in which the biggest number represents the best score; it is a document that articulates the expectations for an assignment by listing the criteria, or what counts, and describing levels of quality from excellent to poor; can be used to teach, grade, and evaluate for the students' clarification of the standards for a quality performance and to guide ongoing feedback about progress to those standards
|
|
|
Checklist
|
a tool used for daily observations that can be quickly constructed and used to record dichotomous data indicating on a yes/no basis what a student is capable or incapable of doing; can include a rating scale; the following is typically evaluated: uses prior knowledge, makes reasonable predictions, uses context clues to construct meaning, uses word structure to construct meaning, uses metacognition to monitor reading, chooses books at an appropriate reading level, and read a variety of genres
|
|
|
Context Clues
|
hints that an author gives to help define a difficult or unusual word; hints can be within the same sentence or nearby sentences; common types of hints are root/affix, logic, contrast, example/illustration, definition, and grammar
|
|
|
Listen Read Discuss (LRD)
|
helps students comprehend the text by listening to a short lecture from the teacher prior to reading; after reading the selected reading, there is a large group discussion of students about the topic; during the discussion, students compare and contrast the information from the lecture with the information they read
|
|
|
Jigsaw
|
a cooperative learning strategy that enables each student of a "home" group to specialize in one aspect of a topic; students meet with members from other groups, master the material, and return to their home groups to share what they've learned; each student of the home group then serves as a "piece" to understand the topic as a whole
|
|
|
Coordinating Conjunctions
(Ex: for, and, nor, but, or, yet, so--acronym: FANBOYS) |
words that join together words, phrases, and independent clauses
|
|
|
Subordinating Conjunctions
(Ex: since, although, because, once, where, etc.) |
words that introduce dependent clauses
|
|
|
Correlative Conjunctions
(Ex: either/or, neither/nor, not/but, not only/but also, both/and, whether/or) |
words that come in pairs and must be used at different places in a sentence for them to work
|
|
|
Recursive Process
|
the writing process in which the writer moves through the stages of writing in a unique sequence; non-linear
|
