By Geoffrey Finch
Formerly released as Linguistic phrases and ideas, this is often a useful word list of important language and linguistic phrases and ideas designed for college kids of English Language and Linguistics. This booklet additionally offers a really valuable evaluate of th
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Additional resources for Key Concepts in Language and Linguistics: Second Edition
Knowledge of students We’ll now discuss each category of knowledge in detail. 3 Model of Teacher Knowledge for Teaching and Assessment Domain content knowledge in reading includes knowing in detail the five core areas of reading identified by the National Reading Panel and all the subcomponents of each area. , blending and segmenting compound words, syllables, onset and rime, and phonemic awareness). qxd 2/15/2008 5:55 PM Page 21 Making Reading Instruction and Assessment Work for Students and Teachers For the area of phonics, teacher knowledge will necessarily include the alphabetic principle and sound symbol relationships including knowledge of consonants, vowels, diagraphs, syllables and morphemes, and a developmental sequence of phonics.
Among the knowledge elements that teachers need about fluency are accuracy, rate, and prosody. Content knowledge also includes knowing about the developmental sequence of reading acquisition. • 21 KEY TERMINOLOGY Onset and Rime: An onset is the initial consonant(s) sound of a syllable (the onset of pig is p-; of sheep, sh-). A rime is the part of a syllable that contains the vowel and all that follows it (the rime of pig is -ig; of sheep, -eep). Text Structure: Refers to the features of text and how they are organized to guide readers to identify information and make connections among ideas.
As such, these tests provide comparative data for the public and policy makers about the status of student achievement in schools on an annual basis. As Lucy Calkins and her colleagues (1998) point out: KEY TERMINOLOGY Standardized Tests: Measure student performance in the same way—all students take the same test under the exactly the same conditions so that students’ performance can be evaluated in comparison to a sample of their peers (referred to as a normative sample). Standards-Based Tests: Student’s performance is evaluated against a set of standards or criteria as opposed to a sample of their peers.