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FTCE ENGLISH 6-12
FTCE ENG PREP
| Question | Answer |
|---|---|
| Grammar | A description of how English works |
| Traditional Grammar | learning grammar by memorizing terminology and rules, diagramming sentences, completeing worksheets by filling in blanks, and taking numerous quizzes |
| Structural Grammar | views language as comprising three distinct levels: individual sounds, groups of sounds, and groups of words. Page 16 |
| Transformational Grammar | uses basic or kernel sentences that are transformed or changed into various patterns. page 16 |
| Rubric | a scoring guide that focuses on specific aspects of an assignment or task. It divides the task into various components, enabling the teacher to analyze and evaluate the presence or absence of each |
| Checklist | assessment tool to record whether or not a task was performed. Anything that can be reduced to yes/no or present/absent |
| Anecdotal Record | assessment that requires the teacher to observe the student and record, as soon as possible after the observation, an account of exactly what took place |
| Running Record | An oberservational tool that contributes to a student's language skills. |
| IRI - Running Record | A series of graded passages, increasing in difficulty, used to determine a child's reading level for both word identification and comprehension. It enables you to observe strengths and weaknesses, as well as gain insights about individual readers. |
| Writing Samples | student writing collected under various circumstances. |
| Taping Students | method of assessing skills through audio and videotape. |
| Portfolios | an organized collection of students work over a specific period. |
| Peer Sharing | students sharing their writing with their classmates as well as their teacher. Rules need to be set. Examples PG 28 |
| Writing Folders | On way to Help students organize their writing efforts is to furnish them with writing folders that can also stor works in progress CD's, illustrations and notes |
| Narratives | are real or imaginary stories that have a clear beginning, middle, and end. |
| Descriptive Paragraphs | paints a vivid picture of a person, an object, or a scene by using sensory details |
| Writing Style | specific words punctuated with vivid modifiers and descriptive phrases. the use of appropriate connotations that do a good job of getting across intended meaning |
| Personification | is a comparison that gives an object or idea human or animal qualities |
| Onomatopoeia | is the use of words whose sounds suggest their meanings ( Splash,hum,moo,click,fizz, and pop) |
| Cliches | overused phrases:Hungry as a wolf, crystal clear, pretty as a picture. |
| Redundancy | unnecessary repetition |
| Wordiness | is the use of more words than are necessary to communicate an idea.Students should write more to the point |
| Empty expressions | phrases that add no meaning to a sentence: On account of, due to the fact that, what i want is, in my opinion |
| Inflated language | words that sound impressive because they are multisyllabic but do not communicate as effectively as simple direct words |
| Jargon | specialized vocabulary of a group or profession |
| Six components of writing | prewriting, drafting,revising,editing, proofreading, and publishing |
| Prewriting | is the planning phase of writing process. The writer thinks about the topic that will become the focus of the piece and delimits the topic so that it is manageable |
| Freewriting | students let their minds roam free and write about ideas as they think of them. |
| Delimiting a topic | limit your subject to one person or one example,specific time or place |
| Organzing Thoughts | making lists, semantic webbin, drawing or sketching, and discussion |
| Purpose | to explain or inform, to persuade to express personal thoughts, feelings, or opinions |
| Audience | Writers should consider the audience that they intend to reach before writings."who will be reading my work? How old are they? Are they adults, teenagers, or children?. |
| Point of View | Prewriting phase, first person : I, we, us, and our. Third Person : she, he, they, their, his, or her |
| Context Clues | context of a word. the surrounding words or the situation in which the word is used |
| Restatment | a word in a sentence is used and then its meaning is restated in simpler terms that the reader is more likely to understand. For example, " The mayor had the support of the press in his quest for reform - this is his search for ways to govern the city |
| Parallelism | The parallel construction is a clue - but only a clue For ex She will interrogate the suspect; I will question the witness |
| Atlas | used to locate maps and to get information related to the geography of the places of interest |
| almanacs | appropriate for locating facts in many categorie, such as sports,entertainment, science,history, current events, geography and the arts |
| Schema Theory | stored clusters of concepts based on prior knowledge.Each of the these stored clusters is called a schemas when readers actively relate their own knowledge to ideas in the text comprehension improves |
| Metacognition | The ability to understand and control one's own thought processes -realize what they know and what they don't know,set purposes, select appropriate reading and learning strategies,check their understanding,and evaluate their performance |
| Reciprocal Reading | predicting,generating questions,clarifying, and summarizing. |
| Atlas | used to locate maps and to get information related to the geography of the places of interest |
| almanacs | appropriate for locating facts in many categorie, such as sports,entertainment, science,history, current events, geography and the arts |
| Schema Theory | stored clusters of concepts based on prior knowledge.Each of the these stored clusters is called a schemas when readers actively relate their own knowledge to ideas in the text comprehension improves |
| Choral Reading | |
| Metacognition | The ability to understand and control one's own thought processes -realize what they know and what they don't know,set purposes, select appropriate reading and learning strategies,check their understanding,and evaluate their performance |
| Reciprocal Reading | predicting,generating questions,clarifying, and summarizing. |
| Fluency | the ability to project the natural pitch, stress, and juncture of the spoken word on written text, automatically and at a natural rate. |
| Choral Reading | Poetry is often used for choral reading. It can be read in unison, one line per child, cumulatively, or in groups |
| Daily Observation | to gather data to record on checklists, rubrics, running records, and informal reading inventories |
| Checklist | A checklist is easily and quickly constructed and can be used to record dichotomous data indicating on a yes/no basis what a student is a capable or incapable or doing. some combine rating scale with checklist. |
| Rubric | enables the user to rate the quality of student performance according to a predetermined set of criteria and standards. Have rating scales |
| Running Record | Documents a child's reading as he/she reads out loud. Helps evaluate the reading level. |
| Informal Reading Inventory | the student reads aloud and the teachers uses symbols to note the types of miscues the student makes. Comprehension is graded by questions asked remember details and to understand vocabulary |
| Diagnosis | Searching for patterns of errors can help teacher to diagnose weaknesses as well as strengths |
| Alliteration | is the repetition of the same consonant sound at the beginning of several successive words for instance, peter piper picked a peck of pickled peppers. |
| Assonance | is the repetition of a vowel sound within words. Edgar Allan Poe's "the bells" From the molten golden notes |
| Onomatopoeia | is the use of words whose sounds suggest their meaning. Examples hum plop fizz click splash moo thump |
| Rhyme | refers to the repetition of accented syllables with the same vowel and consonant sounds |
| Rhythem | is the distinct beat produced by a pattern of accented and unaccented syllablem |
| Imagery | is the use of concrete details to create a picture or appeal to senses other than sight Ex And the sky went wan, and the wind came cold And the sun rose dripping, bucketful of gold |
| Folk Literature | nursery rhymes, ballads, epics, myths, legends,tall tales, folktales, fairy tales, and animal tales |
| Nursery Rhymes | anonymous jingles,riddles, chants,verses, and songs in couplets, quatrains, and limericks. Tell fantastical adventures of humans or animals. Include basic concerns of childhood, like love, hope, and security. The plots consist of imaginary adventures |
| Ballads | Short songs that exalt the deeds and aventures of either ordinary people or celebrated heroes. used to entertain royalty,Characters may be real or legendary |
| Epics | a long narrative, written in grandiose language, relating heroic deeds of an historical/regional hero; it represents national values and culture. |
| Myths | anonymous,symbolic stories presented as having occured in a previos age; explain supernatura traditions of a people, gods, etc. Gods and humans complex plots |
| Legends | exaggerated tales told as fact by one in the know about real places,people and events; the teller embllishes the facts to make the character bigger than live |
| Tall Tales | boisterous,extraordinary character endowed with physical prowes. Theme of a tall tale is an issue of concern to ordinary people, such as survival human behavior, and human interaction with other humans. |
| Folktales | short fitionalized prose narratives that are not historically accurate, but authentically represent the culture, region, or ethnic group that created them. |
| Fantasy | imaginary verbal and visual narratives that evoke wonder and magic impossible in the real world |
| Literary fairy tales | Typically, humility wins out over wealth.Simple logic triumphs over the educated youth . The format three incidents and theres a logical structure ,suspense adventure, simple events , and usually happy conclusions |
| Low Fantasy | is characterized by book length fanciful narratives set primarily in the reall, primary world, but including characters or events with plausible fantasy elements. The term low fantasy refers to the setting and is not an indication of the importance |
| High Fantasy | imaginary book lenght narratives set primarily in a secondary world the narratives are rooted in folk leterature and epic in proportion . These fantasies are created from the fantasists vision and imaginations.experiences defy reality |
| Science Fiction | imaginative narrative that deals with the reaction of human responses to changes in the leveel of science and technology |
| Fairy Tales | imaginary wonder tales that include enchantments and supernatural or marvelous elements and occurrneces. Magic charms , disguises, and spells are frequently used by supernatural characters to protect or help the human or animal characters |
| Fables | short animal tales intended to teach a lesson. Generally, the moral is stated at the end of the story. One animal clearly depicts good traits while another exhibits bad characteristics |
| Romanticism | Eighteenth & Nineteenth centuries. Began in Germany & England and spread thru Europe. Romanticism emphasized imagination, fancy, and freedom, emotion, wildness, beauty of the natural world, the rightes of the individual, the nobility of the common man, |
| Romanticism Cont | and the attractiveness of the pastorial live. Writers representative of this movement were William Wordsworth, Lord Byron, Percy Byshe Shelley, and Victor Hugo |
| Realism | was a nineteenth century reaction to romanticism . Realism is the true to life approach to subject matter.Reaslists focused on everyday life. Writers includes Balzac, Flaubert, George Eliot, Dostoevsky, and Tolstoy |
| Symbolism | last two decades of the nineteenth : It denotes an early mondernist literary movement initiated in France during the nineteenth century that reacted against the prevailing standards of realism. Writers in this movement aimed to evoke, indirectly cont. |
| Symbolism Cont. | and symbolically an order of being beyone the material world of the five senses. Poetic expression |
| Mondernism | is experimentation and the realization that knowledge is not absolute Common themes loss of tradition and the dominance of technology. Einsteins, Planck's quantum, freud's theories on the unconscious |
| Surrealism | 1920's writtings from this perioud feature an element of surpris, unexpected juxtapositions, and non sequitur. Andre Breton is considered the leader of the movement. began in paris. aimed to free people from what they saw as false rationality |
| Existentialism | emphasized individual existence, freedom, and choice. Soren Kierkegaard : the highest good for the individual is to find his or her own unique vocation |
Created by:
Futurelawyer85