English Language Arts and Reading 4-8 Grade
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English Language Arts and Reading 4-8 Grade - Leaderboard
English Language Arts and Reading 4-8 Grade - Details
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125 questions
| 🇬🇧 | 🇬🇧 |
| Individual sounds | Phonemes |
| Word awareness - listening skill Responsive to rhyme and alliteration - listening skill Syllable awareness - listening skill Producing rhymes Phoneme awareness | 5 Stages of phonology |
| The acquisition of words, their meanings, and the links between them | Semantic Development |
| Broad skill that includes identifying and manipulating units of oral language such as words, syllables, and onsets and rimes | Phonological awareness |
| The specific ability to focus on and manipulate individual sounds in spoken words. | Phonemic awareness |
| An experience that fits the original pattern or model of which all things of the same type are representations or copies. | Archetypal Human Experience |
| Vygotsky's Zone of Proximal Development | Age-appropriate Phylosophy |
| A.P.A. | American Psychological Association |
| Understanding of author's intention, style, presentation, and impact on audience. | Purpose, Craft, Perspective |
| Meaning is created with this is integrated with new knowledge. | Background, Prior Knowledge |
| Evaluation, Synthesis, Analysis, Application, Comprehension, Knowledge, | Bloom's Taxonomy Levels |
| 1 stage of phonology | Word awareness |
| Responsive to rhyme and alliteration | Second stage of phonology |
| Syllable awareness - listening skill | Third stage of phonology |
| Producing rhymes | 4th Stage of phonology |
| Phoneme awareness | Final stage of phonology |
| 3 to 6 years old | Phonological awareness |
| The social use of language. | Pragmatics |
| Rasinski Words Correct Per Minute Target Rate | Fluency Standards Table |
| Letters | Graphemes |
| Comparison and discrimination Question Cues: assess, decide, rank, grade, test, measure, recommend, convince, select, judge | Bloom's Taxonomy - Evaluation |
| Semantic - Does that make sense? Syntactic - Does that sound right? Graphophonic - Does that look right? | Three Cueing Systems |
| Final product, end-of-semester, end-of-course | Culminating Performance |
| Discourse, intended to create a picture. | Description |
| List of sight words most used. | Dolch Word List |
| To encourage students to monitor for meaning while reading. | Cloze Procedure |
| Making language simpler add definition of terms use shorter sentences providing background information | Scaffolding examples |
| Designed to measure student performance against a fixed set of predetermined criteria. | Criterion-Referenced assessment |
| Designed to rank test takers on a "bell curve" | Norm-Referenced assessment |
| Anything that can be used as "good writing". | Mentor Text |
| Children reading parts in scripts. | Readers Theatre |
| SIFE | Students with interrupted formal education. |
| IEP | Individualized Education Program |
| To help students understand the way they learn, or to think about thinking. | Metacognitive strategy |
| Construct statements Display Discuss Revisit | Anticipation guide steps |
| Embedded Analytic Synthetic Analogy | Phonics Approaches |
| Word level, Syllable level, Rhyme level, Sound level | Phases of phonological awareness |
| Measures specific skills, Measures broad skills, Measures achievement | Criterion-reference assessment |
| Provides percentile scores, Ranks students | Norm-referenced assessment |
| Independent reading level - 94% or better Instructional reading level - 90% - 94% Frustrational reading level - 89% | Text Readability Measure |
| Cue / Notes Summary | Cornell note-taking system |
| Provide scaffolding to help students get started in sentences and writing with out the added pressure. | Sentence stems |
| Students write down phrases or sentences from their assigned reading and then write their own reaction to that passage. | Double Entry Journal |
| Making assumptions and assertions about the content and merit of text. | Evaluating and Responding to Text |
| Assumptions and assertions about the content and merit of WRITTEN text. | Evaluation of Writing / Response to writing |
| Card stack format software. | Hyper Studio |
| The comparison, contrasting, and connection of content, character, ideas, and themes across text. | Idea and Theme Connection |
| Require students to interpret information. | Inferential / Implicit question |
| Using methodology and language from more than one discipline to examine a central theme, issue, problem, topic, or experience. | Integrated / Interdisciplinary Curriculum |
| Conversations between student and teacher. Brief entries, personal, informal, subjective or conversational. | Dialogue Journals |
| A place to record what the student has understood about a concept. | Learning Log Journal |
| Minimal tension, plot does not rise to definite climax. | Gradual development - plot |
| Society Fate Nature | Protagonist contends against these three things. |
| Setting influences the plot, character, or theme. | Integral Setting |
| Implicit comparison | Metaphor |
| Words that sound like their meaning. | Onomatopoeia |
| Repetition of initial consonants. | Alliteration |
| Repetition of any consonants. | Consonance |
| Repetition of vowel sound. | Assonance |
| Language enriched by word images and figures of speech | Figurative Language |
| Only what happens or what is said. | Dramatic or Objective Narrative |
| Words that carry meaning. | Loaded Words |
| Open class, Closed class. | Two classes of words in morphology |
| Currently well liked. | Popular Text |
| A prereading strategy where students respond to written statements. | Anticipation Guide |