Vocabulary
Autor: Susan McClough • October 16, 2016 • Coursework • 2,015 Words (9 Pages) • 818 Views
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EDUC 632 Language Acquisiton and Instruction
Vocabulary Chart
Using your textbook and/or a dictionary to complete the vocabulary chart below. Provide the definition that is specific to Language Arts. Instead of copying the definition exactly as stated, paraphrase it in words that are meaningful for you. Avoid using the term in the definition. | |
| Aesthetic listening is the act of listening for enjoyment, with the listener appreciating things such as instruments, lyrics and vocal performances. This is considering the easiest type of listening. Making connections. |
| Two words that express opposing concepts. |
| BICS are language skills needed in social situations. It’s the day-to-day language needed to interact socially with other people. English language learners employ BIC skills when they are on the playground, in the lunch room, on the school bus, at parties, playing sports and talking on the telephone. Social interactions are usually context embedded. They occur in a meaningful social context. |
| A bound morpheme is a linguistic unit that has no meaning on its own. A bound morpheme is usually a prefix or a suffix for example un-,de- and er. This grammatical unit is usually attached to some other morpheme. |
| CALP refers to the formal academic learning. This includes listening, speaking, reading, and writing about subject area content material. This level of language learning is essential for students to succeed in school. Students need time and support to become proficient in academic areas. This usually takes from five to seven years. |
| A traditional or common style often used in literature, theater, or art to create a particular effect. |
| Interpreting books and films requires critical thinking and listening. Students need to become critical listeners because they are exposed to persuasion and propaganda all around. Persuasion and Propaganda |
| A dialogue journal is a log or notebook used by more than one person for exchanging experiences, ideas, or reflections---used most often in education as a means of sustained writing interaction between students and teachers at all educational levels and in second language and other types of sounds. |
| This type of listening is used when distinguishing sounds. Young children develop phonemic awareness. |
| The purpose of (DEJ) is to give students the opportunity to express several different entries or thoughts. It helps the writer to become more involved with the material they’re being introduce, too. The student will use the left side, for short quotes from the original text they find interesting. The right side can be used to write down personal responses to the information on the left hand side. |
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| Efferent listening is the ability of the child to understand information with the goal of obtaining and learning new information. Practically listening to understand a message. Many examples: Listening to informational books, listen to oral reports, Use clusters and graphic organizers, listen to book talks, etc. |
| Practically listening to understand a message. Examples: Listening to informational books, listen to oral reports, use clusters and graphic organizers; listen to book talks, etc. The five most common patterns: Description, Sequence, Comparison, Cause and Effect, and Problem and Solution. |
| ELL are students who are unable to communicate fluently or learn effectively in English, who often come from non-English-speaking homes and backgrounds, and who typically require specialized or modified instruction in both the English language and in their academic courses. |
| The history of a linguistic form (as a word) shown by tracing its development since its earliest recorded occurrence in the language where it is found, by tracing its transmission from one language to another, by analyzing it into its component parts, by identifying its cognates in other languages. An explanation of where a word came from; the history of a word. |
| A word or word element that cannot stand alone as a word. There are two main types of bound morphemes: derivational morphemes and inflectional morphemes. There are unbound and bound. The unbound or free standing morphemes are individual elements that can stand alone within a sentence, such as cat, laugh, look, and box. The bound morphemes are meaning bearing units of language, such as prefixes and suffixes that are attached to unbound morphemes. They cannot stand alone. |
| Conversations are discussions held by the entire class community. |
| A word that is spelled and pronounced like another word but is different in meaning (as the noun quail and the verb quail). |
| An expression that cannot be understood from the meaning of its separate words but that has a separate meaning of its own. A form of a language that is spoken in a particular area and hat uses some of its own words, grammar, and pronunciations. |
| This is the whole language approach that promotes reading and writing through the use of personal experiences and oral language. Used in classrooms settings with homogeneous or heterogeneous groups of learners. |
| Learning logs are a personalized learning resource for children. In the learning logs, the children record their responses to learning challenges set by their teachers. Each log is a unique record of the child’s thinking and learning. |
| Listening is the process of converting language and other sounds into meaning. People can listen to sounds on different levels, including efferent listening and anesthetic listening. |
| Literacy is the ability to read and write with the knowledge that relates to a specified subject. |
| A literature circle is a students’ equivalent of an adult book club, but with greater structure, expectation and rigor. The idea is to encourage thoughtful discussion and a love of reading in young people for engagement. |
| Literature focus unit refers to the multi-genre approach applied in teaching language arts, emphasizing on theme and pedagogy. It introduces all the genres of are at once as opposed to only one genre, fiction. It is used mainly in the elementary level of learning to teach literature. |
| Teachers teach minilessons regularly, and they pre-teach, pre-teach and reteach the lesson to ELs who need more background knowledge or additional practice. Teachers plan strategy instruction that grows out of language arts activities using a whole part-whole sequence: The language arts activity is the first whole, the minilessons is the part, and having students apply what they’re learning in new activities is the second whole. |
| Linguistics: a word or a part of a word that has a meaning and that contains no smaller part that has a meaning. |
| Phonemic awareness is a child’s ability to recognize, hear, and manipulate sounds in spoken language. More specifically, a child who possesses phonemic awareness is able to hear the smaller segments of sounds that make up entire words and can blend these segments together to make recognizable words. These small segments are sometimes referred to as phonemes. |
| A method of teaching people to read and pronounce words by learning the sounds of letters, letter groups, and syllables |
| The study of speech sounds used in a language. |
| PA is the ability to recognize that words are made up of a variety of sound units. The term encompasses a number of sound related skills necessary for a person to develop as a reader. As a child develops phonological awareness she not only comes to understand that words are made up of small sound units (phonemes). Phonological awareness provides the basis for phonics. Phonics, the understanding that sounds and print letters are connected, is the first step towards the act we call reading. |
| The study of what words mean in particular situations. A branch of semiotics that deal with the relation between signs or linguistic expressions and their users. Linguistics that is concerned with the relationship of sentences to the environment in which they occurred. |
| The act of material read or a particular version with the intention to be read. A particular interpretation of something (law or musical work) |
| This log helps students to keep record of their books during a specified period, usually by date and sometimes including the number of pages in each book. |
| RTI is a promising school-wide initiative to identify struggling students quickly, promote effective classroom instruction, provide interventions, and increase students’ success (Allington, 2009; Mellard &Johnson, 2008). |
| The study of meanings of words and phrases in language; the historical and psychological study and the classification of changes in the signification of words or forms viewed as factors in linguistic development. |
| Is best described as the rhythm and flow of the language, the sound of word patterns, the way in which the writing plays to the ear, not just the eye. It is the readability of the paper. The sentences should flow smoothly from one to the next. |
| A simulated journal is a form of narrative writing where we write from another person’s point of view. You will write as if you live in that period of time and use words and phrases that world have been used by that person. |
| A word that has the same meaning as another word in the same language. The word, name, or phrase that very strongly suggests a particular idea, equality, etc. One or two or more words or expressions of the same language that have the same or nearly the same meaning in some or all senses. |
| The way in which words are put together to form phrases, clauses, or sentences. The way in which linguistic elements (as in words) are put together to form constituents (as phrases or clauses). The part of grammar dealing with this harmonious arrangement of parts or element. |
| To say words in order to express ones thoughts, feelings, opinion. To have a conversation or discussion with someone. To have a conversation about (something). Deliver or express in speech. To make the subject of conversation or discourse. |
| A unit of study that has lessons focused on a specific theme, sometimes covering all core subject areas. It is often used as an alternative approach to teaching history or social studies chronologically. |
| The ability to recognize and understand ideas conveyed through visible actions and images (as picture) |
| The act of seeing, watching, and taking a look. |
| Visually Representing is presenting information through images, either alone or along with spoken or written words |
| The ability to speak, the sounds that you make with your mouth and throat when you’re speaking, singing, etc. The ability to sing; a sound resembling or suggesting vocal utterance. Distinction of form or a system of inflections of a verb to indicate the relation of the subject of the verb to the action which the verb expresses. |
| The diction in its original, primary meaning refers to the writer’s or the speaker’s distinctive vocabulary choices and style of expression in a poem or story line. |
| A word wall is an ongoing, organized display of key words that provides visual reference for students throughout a unit of study or a term. These words are used continually by teachers and students during a variety of activities. Word walls are a great literacy tool used mostly in elementary school classrooms. It is part of a reading instruction program teachers designate one wall for learning new or past word groups. |
| When students learn about these traits, they grow in their understanding of what effective writing looks like and develop a vocabulary for talking about writing. |
| In 1895, the Zanerian College of Penmanship became known as the Zaner-Bloser Company, which continued to offer penmanship courses and began publishing professional materials about handwriting and illustration and selling handwriting supplies. The company published The Zaner Method of Arm Movement in 1904, making the simplified Zanerian writing style more readily accessible to children in elementary schools all over the United States. |
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