Texes EC-6 Generalist 191

clusters of ideas about objects, places, and events.

the use of one word in place of another word.

those that relate a story or sequence of events

texts that provide factual information and explanations.

teacher activates and develops schemata by linking the topic of the text to students' own experiences or finding ways to get students interested in an unfamilar topic. (a teacher directed activity)

K- What I know. W- What I want to know. L- What I learned. Relies on metacognition.

awareness of mental contents and processes. If "cognition" refers to thinking, then "metacognition" refers to thinking about thinking.

refers to the understanding of information that is explicitly stated in a written passage. (main idea, sequence of events, knowlege of vocabulary)

understanding of information that isn't explicitly given, but rather implied in a written passage. (make predictions)

ablility to use critical thinking skills, logical analysis, and aesthetic considerations to evaluate a text.

meanings of words and phrases

structure of a phrase or sentence.

rules for effective connunication in different contexts.

alphabetic knowledge

childeren's beliefs about and experiences with reading and writing prior to formal instruction.

understanding the nature of print, the function it serves, and the conventions governing its use. (Allows children to distinguish between words and other forms of representation.)

written text that's observable in one's surroundings, such as signs, labels, stickers, billboards, and brand names.

takes place when a group of students or an entire class reads out loud.

teacher explains the purpose for reading a particular text as well as the structure for how to respond to what is read.

ability to read quickly, accurately, smoothly, and with expression. (ability to make use of prosodic cues) (is a dimension of oral reading)

refers to the pitch, loudness, tempo, and rhythm of language. (the meaning of a written sentence, punctuation)

patterns of pitch that contribute to the meanings of phrases and sentences.

alphabetic and graphophonemic knowledge, may be in the process of learning word-analysis skills, but they don't yet have ability to read unfamiliar words.

sound out many of the words they read through phonic analysis. (Also known as the decoding stage because they focus on decoding of individual words.)

Children become more familiar with written language, and their decoding becomes more automatic as a result of lerning more sight words.

attention is focused primarily on content rather than the act of reading itself.

Method in which children reread a short, meaningful passage until a degree of fluency is achieved.

kind of repeated reading activity exercise based on interactions between teacher and students.

(paired reading) requires students to work in pairs and students take turns reading a passage.

contributes to fluency by allowing children to familiarize themselves with key vocabulary, so that oral reading of the same passage can be based on a higher proportion of sight words. (SSR, Sustained Silent Reading or DEAR, Drop everything and read)

contribute to greater fluency. (Important for Teachers to help students maintain positive attitude.)

used to describe the ability to use written texts as sources of information about a given topic or area.

is a student-directed approach in which students are taught five steps for studing content-area and expository texts: Survey, Question, Read, Recite, & Review.

illustrate quantities

use horizontal or vertical bars to contrast quantities

show changes in quantity and other variables over time

show part-whole relationships

visual representation of textual content.

cases in which a student reads a word that is different from the one that is printed.

used to track students' reading progress

student pronounces 95% or more of words correctly and shows more thatn 90% accuracy in response to comprehension questions.

student pronounces 90-94% of the words correctly & 70-89% of the questions correctly.

student pronounces less than 50% of the words correctly and answers less than 70% questions correctly.

suitable for the student who needs the tactile experience with the triangle.

provide tactile experience of creating right triangles. (a block of wood with rectangular array of pins. Pins are used to hold rubber bands or geobands in place. They are used to form triangles or other polygons.) (useful for demonsrating congurence and similarity.

ability to compare and contrast objects

visualization-recognize and name figures; analysis- describe figures and objects; informal deduction- classification of figures and objects. (These are noticeable during elementary school.); deduction- involves writing proofs from definitions; rigor- work in several geometrical systems.

sliding motions

turning motions

flipping motions

expansions

reductions

have same shape

have exactly the same size

occurs when perfect matching occurs

ideal for working on congruence and similarity.

illustrats congruence and similarity

tiling patterns, are repeating a shape in a systematic pattern in order to completely fill a space.

represent the relationship that each part has to be whole.

based upon chance: the likelihood of an event occurring

based upon data accumulation over time

# of times the successful event occures/ # of attemps that wer made

average of the values

middle value in the set

value that occurs most frequently

found by subtracting the smallest value in the data set from the largest value in that set

data value that is far from the other values in that particular set

study of the material record of the past

Alonso Alvarez de Pineda explores and maps the Texas coastline.

Cabeza de Vaca is among the first Europeans to explore the Texas interior

Corpus Christi de la Isleta, the first of many Spanish missions, is established near El Paso.

Mexico gains independence from Spain.

Stephen F. Austin establishes the first Anglo-American colony, the Old Three Hundred

Mexico forbids the entry of further U.S. Settlers into Texas

The struggle for the Independence of Texas begins with the Battle of Gonzales.

The Texas Declaration of Independence is created and signed

At the Battle of the Alamo, losses include David Crockett, im Bowie, William Travis

Santa Anna is routed by General Sam Houston at the Battle of San Jacinto

Sam Houston is elected first president of the Republic of Texas

The Texas Congress meets for the first time in Austin, the new capital of the Republic

Texas is admitted to the Union as the 28th state

The Mexican-American War is fought over claims to the southern boundary of Texas

The current Lone Star flag is flown for the first time

In the compormise of 1850, Texas relinquishes territory and acquires its present shape

Texas secedes from the Union and joins the Confederacy

Texas rejoins the Union

The current Texas State Constitution is ratified

Oil is discoverd at the Spindletop oil field, initiating the modern petroleum industry.

On the Coastal Plains, hunters and gatherers who lived in huts but often moved in search of food.

Along the Texas coast, lived in family groups and had a nomadic lifestyle.

lived in rock shelters, built houses that were relatively permanent in desert climate where they lived. Were farmers, but also fished and hunted

Coastal Plains, Main crop was corn, but grew other crops,were Hunters and fishers, built houses that were relatively permanent- built of cedar frames, worshiped in large wooden temples , The Caddo word for friends or allies is Tejas which is where the name of our state is derived.

monadic buffalo hunters and gatherers who lived in central texas

The 15th & 16th centuries

sailed along the Gulf coast in 1519 in search of a strait to the pacific ocean.

The Wright Brothers make the first powered flight

William DeForest invents the vacuum tube

Henry Ford begins mass production of the automobile

KDKA-Pittsburgh become the first commerical radio station on air

Insulin is created by Canadian researchers

The first successful television transmission takes place in New York

Alexander Fleming dicovers penicillin

Wallace Carothers invents nylon

Radar is developed by Robert Watson- Watt

Significant oil fields are discoverd in Saudi Arabia

Researchers as Bell Labs invent the transistor

information consist of actual records, first-hand accounts of events and experiences.

information consist of descriptions and explanations that are created after a historical event has already taken place

the study of the earth and its inhabitants

concerns the physical environments of the earth

focuses on the relationships between people and their physical environments.

branch of geology that concerns the structure of the earth's crust, as well as changes that take place in the crust over time as a result of folding and faulting.

earth's crust consists of about 20 plates that drifts, collide, and separate over long periods of time.

change in the positions of continents over long periods of time

the creation and movement of new oceanic crust at mid-ocean ridges

breaking down of physical material

breaking down and removal of physical material

constitues a major source of topographic change

branch of earth science that concerns climate, weather, and earth's atmosphere more generally.

refers to the fact that flags of six governments have flown over Texas. These are Spain, France, Mexico, Republic of Texas, The Confederate States of America, and the United States of America.

Jane Long- because she reputed to have been the first Anglo to bear a child in Texas.

first of two women to serve as governor of Texas

first African-American woman from a southern state to serve in Congress when she was elected to the House of Representatives in 1973.

maps that contain outlines of geographic regions, such as states, without additional detail

maps that contain raised features repreenting the topography of a region

maps that the tecacher cuts into shapes for students to reassemble

maps that use different colors and symbols to represent various geographic characteristics

study of how society maintains order through government institutions and the political process.

average of a set of continuous data

middle point in a set of continuous data

the most frequently observed number in a set of continuous data

name of the color

lightness or darkness of the color

brightness or dullness of the color

visual or actual feel of the surface

two-dimensional area difined by lines, colors, or values.

three-dimensional quality of objects: depth, height, and width

mark made by a tool moving across a surface

area that surrounds shapes and forms

how loud or soft music is played or sung

how fast or slow music is played or sung

tune of a song or piece

relates to the exact placement of a note on the staff

accompainment of a song

analogous to how the syllables in a sentence sound

promote for the development of better health now and in the future

sounds

meaning

way put together

how are you putting it together? fuctioning to solve a problem

associating letters w/ sounds

Texas primary reading inventory (2 or 3 times a year)

sh- quiet brother, wh- whisler brother, ch- train brother, th-nasty brother

two vowels to make another sound, oe in "shoe"

Strenghten Spains claim

smallest unit of sound

ability to understand what is being said

samllest meaningful components of words

100cm

2.54cm

American artist

American writer

Spanish surrealist painter

Spanish painter and sculptor

when teachers ask and then help students answer questions by propsing hypotheses, gathering and evaluating data, and generating conclusions. This promotes an understanding of the scientific method.

working with phonemes in words; includes working with onsets and rimes, deleting phonemes from words, adding phonemes to words, substituting one phoneme for another to make a new word, blending phonemes to make words, and segmenting words into phonemes.

combining individual phonemes to form words or combining onsets and rimes to make syllables, then combining syllables to make words.

breaking words into individual phonemes, breaking words into syllables, or breaking syllables into onsets and rimes.

the direct teaching of a set of leeter-sound relationships in a clearly defined sequence.

a reading activity in which students rehearse and perform a play whose script is derived from a dialogue- rich book; promotes reading fluency and cooperative interaction with peers.

explicit, systematic phonics instruction with meaningful, connected reading of informative, engaging text. It includes five main areas of reading instruction: phonemic awareness, phonics, fluency, vocabulary, and text domprehension.

knowledge of letter names and shapes; acquired in a sequence that begins with letter names, then letter shapes, and finally letter sounds. Instruction should be informal, but planned, and should include activities in which children have many opportunities to see, play with, and compare letters and learn to identify, name and write both upper case and lower case versions of the letters.

an awareness of an the ability to manipulate the sounds of sponken words; it is a broad tern that includes indentifying and making rhymes, recognizing alliteration, identifying and working with syllables in spoken words, identifying and working with onsets and rhymes in spoken syllables.

an understanding that letters and letter patterns represent the sounds of spoken words.

the separable, individual sounds in a word. A phoneme is the smallest unit of sound in speech; e.g., in the word cat, there are 3 phonems: /k/, /a/, /t/.

the letters that spell the sounds in a word; e.g., in the word cat, the sound /k/ is represented by the grapheme (letter) c.

An onset is the initial consonant(s) sound of a syllable, and a rime is the remaining set of phonemes in the syllable; e.g., in sat, the onset is /s/ and the rime is /at/.

1. phoneme comparison in the following order: beginning, ending, and middle sounds 2. Phoneme blending 3. Linking letters 4. Manipulating phoneses through deletion, addition, substitution 5. Phoneme segmentation

continuous consonants (e.g., f, l, m, r, s) because these sounds are easy to hear and can be blended without distortion. The children should "stretch out" and connect the sounds in the word (e.g., ssssaaaatttt, rather than /s/--/a/--/t/).

phonemic awareness and alphabetic knowledge.

A guided reading activity in which the teacher breaks the text into shorter segments, and next facilitates a discussion on the key concepts related to the text tiopic an thereafter leads the student in predicting, reading silently to confirm predicitons, discussing to refine and clarify predictions; and then formulating new predictions about the remainder of the text; this process is repeated until the reading of the text is completed.

the ability ot notice, think about, and work with the individual sounds in spoken words. (Focuses on sounds of language, not meaning)

refers to the sounds that letters represent and how these sounds and letters combine to form words.

the systematic, exlicit presentation of sound-letter relationships; for children to benfit from it they need phonemic awareness.

the process of tranlating written words using letter-sound correspondence and blending the sounds into words

accurate, speedy word recognition; is necessary, but not sufficient, for fluency development.

the smallest unit of meaning. It cannot be divided into smaller units without losing its meaning. Sopme morphemes can stand alone like the words, a, dog, or cat; others cannot such as the prefix re or the suffix ly.

a prefix or suffix

constist of two consonants that together represent one sound- like the ph sound in the word digraph.

constists of two or more consonants sonded together in such a way that each is heard- like the blend of b and l in the word blend.

print represents spoken language; print is directional from left to right and top to bottom; books are read from front to back; the strings of letters separated by spaces in text are words, and individual letters are different from words; sentences begin with capital letters and end with periods, etc.....

text in which most of the words are made up of sound-letter relationships that have been taught, but that contain enough high-frequency irregular, and story words to make them sound natural.

words children identify quickly, accurately, and effortlessly.

words that appear often in printed English (e.g., a, the, in, to, no, you, for), but are not readily decodable in the early stages of reading instruction.

consists of two vowels that together represent one sound- like the oa in boart tht makes the long o sound.

a vowel pain in which the sound glides from one vowel to the other- like oi, oy, ou, and ow in foil, boy, out, and cow.

A modeling activity in which the teacher verbalizes the teacher's thoughts while reading; used to model ways in which skilled readers make predictions, use visulization, related prior knowledge, and moitor and self-correct their comprehensions.

An assessment method used to determind readability of a text that involves deleting words from the text and leaving blank spaces.

Books that have been sorted according to level of difficulty so that children and teachers can select books at the child's appropriate reading level.

to prepare students to match speech sounds with letters in written words.

cues based on letter-sound correspondence that help readers decode text and determin its meaning. (When readers are using letter sounds and thier poistion in word sto help decode a word.)

to ask the student to reread the sentence and see whether the word makes sense.

cues used by the reader to draw on or gain meaning from text. They include: structural analysis- word identification skill that focuses on word parts- prefixes, root words, suffixes, inflectional endings (e.g., -s, -es, -ed, -ing, -er, and -est), and derivational endings (e.g., -y, -ly, -ial, -ic). semantic- using background knowledege/ experience with word meanings. Syntactic- using word order and knowlege of language patterns. Graphophonic- using knowldege of letters and sounds.

clues to the meaning of a word contained in the text that surround it. These clues include definitions, examples, and restatements. Teaching students strategies for identifying and using context clues is an important technique for vocabulary development.

a combinabtion of accuracy and rate; developed by reading and rereading a large number of stories and informational text that are at an apporpriate reading level.

getting meaning from written text

activating and using background knowledge, generating and asking questions, making inferences, predicting, summarizing, visualizing

frustrational- is able to read less than 90% of words correctly: instructional- can read/understand between 90-95% of text; independent- reads/understands at least 95-100% of text.

1. prewriting- strategies such as brainstorming, graphic organizers, notes, and logs to generate ideas and plans to determind audience and purpose; 2. draft- develop by organizing ideas into paragraphas to suit the audience and purpose 3. revise- draft for coherence, progression, and logical support of ideas by adding, elaborating, deleting, combining, and rearraging text; 4. edit- drafts to ensure standard usage, varied senence structure, and appropriate word choice; 5. publishing- use available technology to support aspects of creating, revising, editing, and publishing final product

speaking and writing

listening and reading

fiction; plots are simple, fast- paced, predictable

the stongs, stories, myths, and proverbs of people or "folk" as handed down by word of mouth

fiction; stories are not intended to be accepted as ture; larger-than-life characters adn very unusual happenings

humorous, exaggerated story with characters who do unbelievable things

fiction; short brief stories that teach a lesson or moral.

fiction; stories seen as true in the culture

fiction; plots center around adventures of heroic figures.

is exposes students to new vocabulary and concepts to expand their knowledge of word meanings.

fiction; story that can actually happen and is true to life

fiction; based on real historical events

nonfiction; contains factual information about a specific subject.

nonfiction; contains factual information about a real person

nonfiction; true stories aobut real events from a person's life or parts of his/her life

fiction; plots are fast-paced and revolve around a suspenseful crime or mysterious happening.

Ask the student to explain how he/she figured out the word.

a mistake in reading written words such as saying the wrong word, leaving out a word, repeating a word, inserting a word.

Basal books are controlled in their vocabulary and sentence structure

Have them read a passage in which punctuation has been omitted.

verbally label adn describe events in the child's world.

semantic and syntactic cues

fictional play; plot is carried by the dialogue.

narrative poem (tells a story) set to music

poem consiting of 14 lines with a formal rhyming scheme

rhythmic and melodic poem

a poem where the first letter of each line spells a word

a seven-lined poem set up in a diamond shape

poem consiting of four lines of verse

a short, unrhymed poem consiting of twenty-two syllables distributed as 2,4, 6, 8, 2 in five lines.

a rhymed humorous, nonsense poem of five lines with last line ending in a suprise twist; highly controlled. Lines 1,2, and 5 rhyme.; Lines 3 and 4 rhyme

poetry that lacks rhyme and structured meter

a unrhymed japanese verse consisting of three unrhymed lines of five, seven, and five syllables or 17 sylllables in all.

peom that has the shape of its subject.

a type of oral or written discourse that is used to explain, describe, give information or inform.

character, plot, setting, theme, point of view, tone, style.

figure of speech which involves a direct comparison between two unlike thinks, usually with the words like or as

figure of speech which involves an implied comparison between tow relatively unlike things using a form of be

repeated consonant sounds occurring at the beginning of words or within words; e.g., big, blue bear

the use of words that mimic sounds; e.g., pop!

not fully developed; we only know one side of the character

fully developed, with many traits--bad and good-- shown in the story

chronological; the events are told in the order they happen

providing the children with opportunities to communicate with their peers and with adults in a wide range of contexts.

a reading activity in which a block of time, typically 15-30 minutes, is allotted for students to engage in uninterrupted silent reading for pleasure.

using syntactic clues.

no suggestion or statement by a student should be criticized as wrong or inappropriate.

instruction that supports and extend the reading process

a modeling strategy in which the teacher reads a story and the children join in.

the ability to identify the initial sound of a word, such as the /d/ sound in dog.

story map or story tree.

Explicitly teach the student how to apply various comprehension strategies as the student reads.

Explicitly teach the student about the parts and format of various nonfiction texts and the specialized terminology and language the texts use.

have the child tell a story and watch as the teacher writes down what the child says.

have the student stalk in their own words about what they have read.

the child's development of an awareness of words and of the correspondence between written and spoken language.

have the sutdents "write" messages and draw pictures on holiday cards.

display high frequency words and label objects in the classroom

have children clap the syllables as they hear, and pronounce, them.

auditory cues (e.g., clapping the syllables) and viual cues (e.g., Elkonin boxes, counters, chiops, blocks, etc.) to mark the syllables.

helps to increas phonemic awareness and increases knowlege of spelling patterns.

the teacher ask questions to guide students through a series of steps they must follow to complete a task.

the teacher shares with students the thinking process that he/she goes through to complete a task.

establish a cuing system that signals that its time to listen and use it routinely.

have frequent conversations with them- both individually andin gorups- about topics and activities of personal interest to them.

models good reading and also promotes children's receptive language development.

playing with blocks, plastic letters, and alphabet blocks.

Large, oversized books used in shared reading, usually at the emergent reading level.

a tool for scoring and analyzing a student's reading ability.

groups of words that have the same ending soudn (rime) but a different beginning sound (onset), such as can, man, fan.

patterns of letters or sounds in words that constitute a word family, for example, -an as in can, man, fan.

to stimulate students' interest in literature and to introduce new vocabulary words and concepts to expand their knowledge of word meanings.

reinforcing their knowledge of the alphabetic principle.

Ask the child to "read" a book while the teacher watches and listens.

Help the student find books to read that are of high personal interest.

provide the paraprofessional with a set of questions to help promote students' comprehension of the story.

Encourage the student to think about whether each sentence makes sense as it is read.

use nontechnical terms since the use of professional jargon can create barriers to communication.

wheter classroom use of these reading materials will address the grade level reading TEKS.

to have them follow short (3-step) directions presented orally.

According to the National Reading Panel, approximately two years is sufficient in the primary grades.

being able to draw conclusion by reading "between the lines"

understanding that written words of a text

spatial, sequence, cause and effect, comparison and contrast

organized by actual location in space

organized in numerical or chronological order.

explains how two or more things are alike and/or how they are different

lists one or more cuases and the resulting effect or effects

an awareness of and the ability to manipulate the sounds of spoken words.

reading aloud to children and talking about the books and stories

letter recognition and letter-sound correspondence.

fiction; plots contain some elements that could not happen in the world as we know it today

to have the child use his/her finger to trace a letter that the teacher has made from textured material and say the letter name while tracing.

value and build upon children's home languages.

identifying and manipulating the individual sounds in spoken words.