EDUC 304 Mid-Term Exam Prep PDF

EDUC 304 Information You Must Know for the Mid-Term Exam Be able to: List the six language arts. 1. Reading 2. Writing 3. Speaking 4. Listening 5. Viewing 6. Visually Representing List and describe the 3 components of oral language. Phonological...

EDUC 304 Information You Must Know for the Mid-Term Exam Be able to: List the six language arts. 1. Reading 2. Writing 3. Speaking 4. Listening 5. Viewing 6. Visually Representing List and describe the 3 components of oral language. Phonological o The rules for combining sounds –most of us know a lot without explicit instruction (but NEED explicit instruction for reading!) Focus on sounds Semantic o The rules for combining morphemes to make up words and sentences Focus on meaning Syntactic o The rules for putting morphemes in order Focus on structure Distinguish between interactive and dialogic reading. Interactive o Active Involvement of Students; Answering and Asking Questions; Making Predictions Dialogic o Uses the PEER Sequence Prompt, Evaluate, Expand, Repeat Why is reading aloud an important activity? Reading aloud helps students learn how to use language to make sense of the world; it improves their information processing skills, vocabulary, and comprehension. Reading aloud targets the skills of audio learners. Research has shown that teachers who read aloud motivate students to read. Describe one reason we teach manuscript handwriting before cursive handwriting.  1. It looks more like the print that we see in books. Define and describe the 4 word-learning strategies discussed in class. Dictionary Use o Looking up definition in dictionary Morphemic Analysis o Morphology means the study of word parts, and morphological awareness refers to the ability to recognize the presence of morphemes in words. Research suggests that students can be taught various morphemic elements as a way to determine the meaning of new words (Edwards et al., 2004). Carlisle (2010) analyzed 16 studies about the relation of morphological awareness instruction to key components of literacy development. The findings showed that instruction about word parts was associated with improvements in word reading and spelling, and in determining the meaning of unfamiliar words. Cognate Awareness (ELL) o Cognates are words in two languages that share a similar meaning, spelling, and pronunciation. While English may share very few cognates with a language like Chinese, 30-40% of all words in English have a related word in Spanish. For Spanish-speaking ELLs, cognates are an obvious bridge to the English language. Not surprisingly, researchers who study first and second language acquisition have found that students benefit from cognate awareness. Contextual Analysis o An important strategy to help students build their vocabulary is use of context – i.e., using the clues or hints provided in the text that surround an unfamiliar word to help guess the meaning without depending on a dictionary. Define and distinguish between Tier 1, 2, and 3 vocabulary words. Tier 1 Words: Words we use everyday Tier 2 Words: Words we can use in multiple ways; words than enhance meaning and connect to multiple situations Tier 3 Words: Words that are highly specialized; often subject related Define and give examples of: Alliteration ○ Same Beginning Sounds ○ Silly Snake Hyperbole ○ Extreme Exaggeration  ○ Her hair is a mile long Simile ○ Comparison using like or as ○ He’s as fast as a cheetah Metaphor ○ Direct comparison ○ They are glued together Personification ○ Giving human characteristics to a nonhuman thing/animal ○ The haunted house watched me as I walked past Onomatopoeia ○ A word representing a sound ○ BANG List and give examples of the 8 parts of speech: Noun o Person, place, concept, or an object ▪ The park Pronoun o Specific nouns ▪ Bisset Park Adjective o Describes a noun ▪ Yellow Verb o Specific actions ▪ Running Adverb o Describes a verb ▪ Quickly Conjunction o Link ideas together ▪ And, But, Yet Preposition o Tells relationships between other words ▪ I left my bike AGAINST the wall Article (some references list interjections instead of articles – either one is acceptable.) o Used to discuss a noun ▪ The, a, this Grammar is taught in which grades in VA?  All of them What are the literary elements taught in VA elementary schools? Plot, Setting, Characters, Theme List and describe the following literary genres: Fairy Tale o Fairies or magical creatures Folk Tale o Originally passed down by storytelling; pure fiction; for entertainment Myth o Explains an event or phenomenon, but isn’t true Legend o A type of folktale based on real people or events that have been exaggerated or “stretched” Fable o Teaches a lesson; animals speak Tall Tale o An unbelievable story told as if it were true, wild exaggeration Explain the difference between a literature circle and a book group. Literature Circle o Teachers assign roles and provide instruction in the responsibilities and possibilities for each role, frequently creating some type of role sheet to provide support. When students meet, they use their role and the information they have collected to discuss the book the group is reading. The literature circle roles are meant to serve as a scaffold to encourage and facilitate student participation as they first begin to experience literature circles. Book Group o Student-led book clubs have the same goals as literature circles: more student choice and flexibility, student-led discussions; and robust conversation around books that lead to a deeper understanding of the text. The chief difference is that students are not assigned roles. Instead, each student is responsible for gathering questions and observations to discuss. The teacher is not a participant but rather an observer when clubs meet. After the book club meeting, the teacher provides feedback to students on the process as well as the quality of the discussion. Which book did you read for our novel study? Out of my Mind Who was your favorite character and why?  Mrs. V. She believed in Melody WIDA Website provides the structure for teaching ELL students