AEPA ELA (NT301) cheat sheet

Literary texts: narrative elements (plot, character, setting, conflict, theme) and figurative language (simile, metaphor, personification, symbolism).

Informational texts: central idea, supporting details, text structure (cause/effect, compare/contrast, problem/solution, chronological, description).

Author's purpose: to inform, persuade, entertain, or explain; tone is the author's attitude, mood is the reader's feeling.

Inference: a conclusion drawn from textual evidence plus background knowledge; it is not stated explicitly.

Theme is the underlying message or insight about life; it must be expressed as a complete statement, not a single word.

Point of view: first person (I/we), second person (you), third person limited (one character's thoughts), third person omniscient (all characters' thoughts).

Text evidence: direct quotation or paraphrase that supports an analysis or claim; evaluate relevance and sufficiency.

Comparing texts: analyze how different authors treat the same topic, including differences in scope, emphasis, and reliability.

Parts of speech: noun, pronoun, verb, adjective, adverb, preposition, conjunction, interjection; function in sentence determines classification.

Subject-verb agreement: singular subject takes singular verb; intervening phrases do not change the number.

Pronoun-antecedent agreement: pronoun must match antecedent in number, gender, and person; indefinite pronouns like everyone are singular.

Punctuation: commas separate items in a series, set off nonrestrictive clauses, and follow introductory elements; semicolons join independent clauses.

Verb tense consistency: maintain tense unless a shift is logically justified by time relationships.

Context clues: definition, synonym, antonym, example, and inference clues help determine word meaning.

Morphology: roots, prefixes (un-, re-, pre-), and suffixes (-less, -ful, -tion) build word meaning and support vocabulary acquisition.

Figurative language and connotation: denotation is dictionary meaning; connotation is emotional association (positive, negative, neutral).

Writing process: prewriting, drafting, revising, editing, publishing; recursive rather than strictly linear.

Revising focuses on content, organization, and clarity; editing focuses on conventions (grammar, spelling, punctuation).

Thesis statement: a declarative sentence that states the main claim and previews the organization of an essay.

Paragraph structure: topic sentence, supporting evidence, explanation/analysis, and concluding/transition sentence.

Text structures in writing: chronological, cause-effect, compare-contrast, problem-solution, and description; choose based on purpose.

Transitions signal relationships between ideas (however, therefore, in addition, for example, consequently).

Argument writing: claim, evidence, reasoning, counterclaim, and rebuttal; persuasive appeals include ethos, pathos, logos.

Research writing: evaluate source credibility (authority, accuracy, currency, objectivity), paraphrase and cite to avoid plagiarism.

Active listening: attend to speaker, paraphrase to confirm understanding, ask clarifying questions, and respond appropriately.

Discussion roles: facilitator, note-taker, timekeeper, presenter; collaborative norms include taking turns and respecting diverse views.

Oral presentation: clear organization (introduction, body, conclusion), appropriate volume, pacing, eye contact, and visual aids that support rather than distract.

Evaluating a speaker: assess claims, evidence, reasoning, and credibility; distinguish fact from opinion.

Small-group discussion: build on others' ideas, ask probing questions, and synthesize multiple viewpoints.

Media literacy: analyze source, purpose, audience, bias, and techniques (e.g., loaded language, emotional appeals).

Speaking for different purposes: inform, persuade, entertain, and narrate; adjust language and structure to audience and occasion.

Formative assessment: ongoing, informs instruction (exit tickets, observations, running records); summative assessment: evaluates learning at end of unit.

Running records and miscue analysis: identify reading behaviors (substitutions, omissions, insertions) to guide instruction.

Differentiation: adjust content, process, or product based on readiness, interest, and learning profile.

Scaffolding: temporary support (modeling, graphic organizers, sentence frames) gradually removed as students gain independence.

Reading levels: independent, instructional, and frustration levels; match texts to purpose and support.

Assessment validity and reliability: validity measures what it claims; reliability yields consistent results.

Data-driven instruction: use assessment results to group students flexibly and target specific skills.

Phonological awareness: awareness of sounds in spoken language (rhyme, syllables, onset-rime, phonemes); phonemic awareness is the most advanced level.

Phonics: relationship between letters and sounds; systematic and explicit phonics instruction benefits early readers.

Fluency: accuracy, rate, and prosody; repeated reading and modeling improve fluency.

Vocabulary development: direct instruction of Tier 2 and Tier 3 words, context clues, morphology, and wide reading.

Comprehension strategies: predicting, questioning, visualizing, summarizing, and monitoring understanding.

The simple view of reading: reading comprehension = decoding × language comprehension.

Stages of spelling development: pre-phonemic, phonemic, transitional, and conventional.

English language development: comprehensible input, sheltered instruction, and academic language support for ELs.

Disciplinary literacy: each content area has specialized ways of reading, writing, and reasoning (e.g., lab reports in science, primary sources in history).

Text features in informational texts: headings, captions, diagrams, glossaries, and indexes support comprehension.

Content-area vocabulary: teach Tier 3 terms explicitly with examples, non-examples, and visual representations.

Writing to learn: quick writes, learning logs, and exit slips help students process content.

Graphic organizers: Venn diagrams, cause-effect charts, timelines, and concept maps make abstract relationships visible.

Close reading of content texts: multiple readings for main idea, craft, and integration of knowledge.

Cross-curricular planning: align literacy strategies with content objectives and state standards.