1 Language and Literacy (F. Language)

(part of speech)

Noun

(definition)

Person, place or thing

(example)

Stan has a new bike.

(part of speech)

Verb

(definition)

Action or state of being.

(example)

Judy ran towards the ball.

(part of speech)

Adjective

(definition)

Describes nouns or pronouns.

(example)

Sam showed off his silver coin.

(part of speech)

Adverb

(definition)

Modifies verbs, adjectives, and adverbs.

(example)

He ran quickly across the street.

(part of speech)

Preposition

(definition)

Shows relationships of nouns or pronouns to other words.

(example)

I left the book on the table.

(part of speech)

Pronoun

(definition)

Replaces a noun.

(example)

She was the only one at the party without a gift.

(part of speech)

Conjunction

(definition)

Joins to phrases together.

(example)

She was happy but also nervous.

(part of speech)

Injection

(definition)

Expresses strong emotion.

(example)

Hey! I haven’t seen you in a long time!

Orthography

Orthography refers to conventional spelling and the rules associated with spelling. Remember, there are exceptions to these rules.

• Use i before e, except after c, or when sounding like a as neighbor and weight.

• Drop the final e when adding a suffix that starts with a vowel, but not when adding a suffix starting with a consonant.

• Change the final y to i before adding a suffix unless the suffix begins with i.

• Double a final single consonant before adding a suffix when the word ends with a single vowel followed by a single consonant and when the consonant ends an accented syllable or a onesyllable word.

• The letter q is typically followed by the letter u.

• To change a word that ends with a y to be plural, change the y to i and add es.

[Sentence Structure]

Sentence Type:

Simple sentence

Explanation:

Consists of one independent clause

Example:

I went to the store.

[Sentence Structure]

Sentence Type:

Compound sentence

Explanation:

Consists of two independent clauses. Ensure that there is a comma between two independent clauses in a compound sentence. The comma should be followed by a coordinating conjunction (FANBOYS)

Example:

I went to the store, and I bought milk.

[Sentence Structure]

Sentence Type:

Complex sentence

Explanation:

Consists of an independent clause and a dependent clause. When the sentence starts with a dependent clause, a comma is needed after the clause.

Example:

When I went to the store, I bought milk.

[Sentence Structure]

Sentence Type:

Compound complex sentence

Explanation:

Consists of at least two independent clauses, and at least one dependent clause.

Example:

When I went to the store, I bought milk, and I bought cheese.

Independent Clause

An independent clause contains a subject and a verb and expresses a complete thought. An independent clause can stand on its own as a sentence.

Dependent Clause

A dependent clause contains a noun and a verb but does not express a complete thought. A dependent clause cannot be a sentence on its own.

Fragments

Dependent clauses, without the independent clause in a sentence, are fragments. Fragments are not sentences.

Dialect

Dialect refers to a variation of a language that is characteristic of the users of that language

Register

Register refers to a variation of a language that is determined by use—a situation or context.

[Variety of English]

Dialect

Huckleberry Finn by Mark Twain

Jim: "We's safe, Huck, we's safe! Jump up and crack yo' heels. Dat's de good ole Cairo at las', I jis knows it."

Huck: "I'll take the canoe and go see, Jim. It mightn't be, you know."

[Variety of English]

Register

People speak differently in church than they do on the street. Also, people speak differently at work than they do with friends

[Vocabulary Instruction]

Semantic cues

Semantic cues refer to the meaning in language that assists in comprehending texts including words, speech, signs, symbols, and other meaning-bearing forms. Semantic cues involve the learners' prior knowledge of language. Gradually, students independently relate new information to what is known and personally meaningful.

Example: We were so hungry we had a picnic in the park. Picnic is a strange word, but the student can use the words hungry and park to figure out the word picnic.

[Vocabulary Instruction]

Syntactic cues

Syntactic cues involve the structure of the word as in the rules and patterns of language (grammar), and punctuation. As students read, they use structural cues.

Example: The student reads, `Joey sit in class yesterday'. In this case, the student mistakes the word sit for sat. Using syntactic cuing, the student will self-correct because the word yesterday indicates there needs to be a past-tense verb—sat.

[Vocabulary Instruction]

Graphophonic cues

Graphophonic cues involve the letter-sound or sound-symbol relationships of language. Readers identifying unknown words by relating speech sounds to letters or letter patterns are using graphophonic cues. This process is often called decoding

[Types of Figurative Language]

Device:

Simile

Explanation:

Using like or as.

Example:

She was as thin as a rail.

[Types of Firgurative Language]

Device:

Imagery

Explanation:

A description that conveys a clear picture to the reader.

Example:

The big, juicy burger with its melted cheese and ripe tomatoes made my mouth water.

[Types of Figurative Language]

Device:

Metaphor

Explanation:

Applying word or phrase to an individual or thing without using the word like or as.

Example:

He was a lion filled with rage.

[Types of Figurative Language]

Device:

Personification

Explanation:

Attributing human characteristics to something not human.

Example:

The cat judged me from across the room.

[Types of Figurative Language]

Device:

Onomatopoeia

Explanation:

The formation of a word from a sound associated with it.

Example:

Sizzle, kurplunk, POW!, BAM!

[Types of Figurative Language]

Device:

Hyperbole

Explanation:

Exaggerated statements or claims not meant to be taken literally.

Example:

The cake must have weighed 500 pounds!

[Types of Figurative Language]

Device:

Idioms

Explanation: A word or phrase that means something different from its literal meaning.

Example: It's raining cats and dogs.

[Types of Figurative Language]

Device:

Alliteration

Explanation:

When words that start with the same sound are used repeatedly in a phrase or sentence.

Example:

Wearing pink pants, Paul picked purple pickles

[Types of Figurative Language]

Device:

Irony

Explanation:

Expression of one's meaning by using language that normally signifies the opposite, typically for humorous or emphatic effect.

Example:

It was raining on National Picnic Day

[Types of Figurative Language]

Device:

Foreshadow

Explanation: When the author uses clues or imagery to express what might happen next.

Example: The dark spot on the ceiling grew bigger and bigger.

This is written before a pipe bursts and floods the house.