Gace 1 Elementary Study Guide

 Many reading programs introduce the concept of homophones in second grade.    Students need to be able to tell the difference in the meanings of these words and to use the correct spelling in their writing. If students misspell words or use the wrong word in writing, the reader is not likely to understand what they are trying to say.  Common homophones examples: dear -vs- deer; sale -vs- sail; peace -vs- piece; pear -vs- pair CONTEXTUAL AWARENESS  Inferring the meaning of an unfamiliar word by scrutinizing the text surrounding it  Defining a word or sentence based on the context in which it appears  Instruction in contextual analysis generally involves teaching students to employ both generic and specific types of context clues. MORPHEMIC ANALYSIS  The meanings of words can be determined or inferred by examining their meaningful parts (i.e., prefixes, suffixes, roots, etc.) 1. Recognize that they don't know the word. 2. Analyze the word for recognizable morphemes, both in the roots and suffixes 3. Think of a possible meaning based upon the parts of the word 4. Check the meaning of the word against the context CONCEPTS OF PRINT  Other known as “print elements”  Concepts of print can be described as a "set of rules" that are followed by readers and writers so that the text can be understood in the intended way. Concepts of print demonstrate to children the logistics of reading and writing, which allow the processes of literacy to take place.  For example: o understanding that print relays a message o knowledge about book orientation and directionality of print o book handling (e.g. holding a book right way up, turning pages o emerging knowledge of the alphabet o awareness of books, pages, words and letters IDENTIFYING BASIC PUNCTUATION  **Know about periods, question marks, commas, and where to use them** PHONOLOGICAL (phonetic) AWARENESS  The ability to recognize and manipulate the spoken parts of sentences and words  Examples include  o being able to identify words that rhyme o recognizing alliteration, o segmenting a sentence into words, o identifying the syllables in a word o blending and segmenting onset-rimes. o The most sophisticated — and last to develop — is called phonemic awareness. PHONEMIC AWARENESS    The ability to notice, think about, and work with the individual sounds (phonemes) in spoken words. This includes blending sounds into words, segmenting words into sounds, and deleting and playing with the sounds in spoken words.  Phonemic awareness is a subset of phonological awareness in which listeners are able to hear, identify and manipulate phonemes (the smallest mental units of sound) that help to differentiate units of meaning  Separating the spoken word "cat" into three distinct phonemes, and, requires phonemic awareness. DIFFERENCE BETWEEN PHONEMIC & PHONETIC  Phonics involves the relationship between sounds and written symbols  Phonics instruction focuses on teaching sound-spelling relationships and is associated with print  Phonics = written  Phonemics = oral  Phonemic awareness involves sounds in spoken words  Most phonemic awareness tasks are oral.  Phonemic awareness = subcategory of phonological awareness PHONETIC STRATEGIES

 Informational o Shares information in an informative manner instead of persuasive manner . The purpose is to “inform” and deliver a message to the reader without bias (opinion).  Persuasive o A piece of writing that is written in a way that develops and evaluates arguments to persuade or convince the reader of something  Expository o Presents   readers with important research and information about a topic o Gives facts and information about a topic o Introduces the main idea and develops it with facts and supporting details o Doesn’t assume that readers have prior knowledge or understanding about the information that they present. o Examples: scientific reports, academic essays and magazine articles.  Narrative o Is used for telling a nonfiction or fiction story. Description creates an image for the reader in both fiction and nonfiction writing. APPROACH TO WRITING  Modeled: Instructor models the writing process, explicitly teaching writing behaviors.  Guided: Instructor guides key aspects of the writing process appropriate to the needs of the pupil group.  Interactive: Interactive writing involves the teacher sharing the pen – or other writing implement – with the students.  The teacher records words that are already known, so that the students can strategize around words that challenge them.   Shared: Instructor models the writing process with input from pupils. Writing is co-constructed. VARIOUS GRAPHIC ORGANIZERS  Story Map: A graphic organizer that helps students learn the elements of literature by identifying characters, plot, and setting. It is used during and after reading a text.  Venn diagram: Overlapping circles or other shapes to illustrate the logical relationships between two or more sets of items .  T-chart: A graphic organizer used  to compare and contrast ideas in a visual representation . T-Charts can be used in any content area or genre, such as with books or book characters, scientific phenomena, or social studies events. o Compare/contrast, this/that, cause/effect, pros/cons, before/after, debates, etc.  KWL chart: An acronym that stands for  “Know,” “Want to Know,” and “Learned.”   The KWL chart is divided into three columns, one for each letter, under which students record: What they already know about the topic, what they want to know (or questions they have) about the topic, and what they learned after reading/studying.  Cluster diagram: Bubbles filled with ideas to help outline and pre-write INITIAL BLENDS  The initial consonant blend is a cluster of letters that makes a distinctive sound at the beginning of the word.  Each letter in the word is pronounced individually, but in a way that they blend together flawlessly.  Some examples of initial blends are   bl, cl, fl, gl, pl, sl, br, cr, dr, fr, gr, pr, tr, sc, sl, sm, sn, sp, squ, st, sw, and three letter blends such as spr, str, shr. AUTOMATICITY  Automaticity is the   fast, effortless word recognition   that comes with a great deal of reading practice  Automaticity refers only to accurate, speedy word recognition, not to reading with expression. COMPARATIVE VS SUPERLATIVE ADJECTIVES

LETTER SOUNDS  Teaching letter sounds is one of many techniques to teach students how to read  Like many teaching techniques, it has its pros and its cons  Pros: o Most   letter names give the child a huge clue as to the sound (or one of the sounds) they make  For example, the letter   D   has the /d/ sound at the beginning and the letter   F   has the /f/ sound at the end.    W,   Y, and   H   are   the only three exceptions. o Letter names make great labels for letters, as many of the letter sounds are harder to make in isolation.    For example, b’s sound in isolation tends to sound more like /buh/, which can make blending it with other letter sounds difficult for beginning readers.  Cons: o Letter sounds are more abstract and aren’t as consistent as letter names. Take for example the A in   Target.  For example, “Oh, I see the letter A in Target,” than “I see an /a/ (short a sound) in Target…but it doesn’t make the /a/ sound. It makes the /r/ sound.” Huh? LETTER IDENTIFICATION  Letter identification is   a skill that involves being able to say the names of both upper- and lower-case letters of the alphabet quickly, without having to think very long about each letter  Letter identification is helpful in developing reading skills  Techniques to teach letter recognition: o Start with the letters in your child's name o Show how the letter is formed o Read ABC books o Write your child's name on a poster and hang it in thier room o Play with magnetic letters o Sing songs about the alphabet o Match letter sounds with pictures o Play games with letter cards WORD IDENTIFICATION  Word identification strategies involve breaking down longer, unfamiliar words into smaller parts to make them easier to decode. For example, if a child sees the word "unexpectedly," they can break it down into two smaller word parts: "un-" (means not) + "-expectedly" (means expected). WRITING PROCESS  Step 1: Pre-Writing = think and decide  Step 2: Drafting = write  Step 3: Revising = reorder, remove, rewrite, peer-feedback, self-feedback  Step 4: Edit = fix punctuation and grammar  Step 5: Publish ENCODING  Involves using individual sounds to build and write words.  A phonological awareness technique that allows students to segment words into smaller sounds and, conversely, to build entire words from smaller sounds  “Building up” DECODING  Decoding involves translating printed words to sounds or   reading  The   ability to apply your knowledge of letter-sound relationships, including knowledge of letter patterns, to correctly pronounce written words.  “Breaking down” SCAFFOLDING

MORPHEME  A morpheme is the smallest linguistic part of a word that can have a meaning. In other words, it is the smallest meaningful part of a word. Examples of morphemes would be the parts “un-“, “break”, and “-able” in the word “unbreakable”. PHONEMES  Any of the perceptually distinct units of sound in a specified language that distinguish one word from another, for example  p ,  b ,  d , and  t  in the English words  pad ,  pat ,  bad , and  bat .  A unit of sound that can distinguish one word from another in a particular language. INFORMATIONAL MEDIA  Presents information, facts, and explanations of topics that are of interest to the public.  Examples of informational media: o Magazines, newspapers, billboards, radio, TV, webpages, bulletins, advertisements, pamphlets, telephone, mail, yard signs, and marquees are all examples of I.M. PARTS OF SPEECH  A category to which a word is assigned in accordance with its syntactic functions. In English the main parts of speech are noun, pronoun, adjective, determiner, verb, adverb, preposition, conjunction, and interjection. WHAT DOES CvC silent e; do to words?  When the silent “e” appears at the end of a CVC word, it cannot be heard  Turns the middle vowel long LINGUISTIC CONCEPTS ----------------------------------------------------------------  FEATURES OF TEXT  Title, headings, subheadings, graphics (such as charts, pictures, and map), captions, table of contents, timeline, index, and glossary WRITING CONVENTIONS  Spelling  Punctuation  Case T/F: Reading comprehension is increased when reading fluency is increased  True 3 TIERS OF VOCABULARY  Tier 1 - Basic Vocabulary (cat, bat, baby, the, and, clock, rain, phone, happy, cereal, tired)  Tier 2 - High Frequency/Multiple Meaning (amiable, harmony, valuable, rare, bolt)  Tier 3 - Subject Related (osmosis, pterodactyl, igneous, thesis, photosynthesis, aorta, filibuster) SOCIAL STUDIES (25% of overall score) GIDEON v. WAINWRIGHT  A landmark U.S. Supreme Court decision in which the Court ruled that the Sixth Amendment of the U.S. Constitution requires U.S. states to provide attorneys to criminal defendants who are unable to afford their own.  In 1963, the Supreme Court ruled unanimously in favor of Gideon, guaranteeing the right to legal counsel for criminal defendants in federal and state courts. BLACK DEATH & SERFS  Serfdom = the status of many peasants under feudalism, specifically relating to manorialism, and similar systems  Plague brought an eventual end of Serfdom in Western Europe

 Example: o Someone gives up going to see a movie to study for a test in order to get a good grade. The opportunity cost is the cost of the movie and the enjoyment of seeing it. o A player attends baseball training to be a better player instead of taking a vacation. The opportunity cost was the vacation. SCARCITY OF RESOURCES  The lack of availability of supplies required to maintain life, or a certain quality of life. ... Scarcity is a perpetual problem for economic theory, which often assumes that humans have unlimited wants but must find ways to fulfill these wants using scarce resources. POPULAR SOVEREIGNTY  Government based on consent of the people. The government's source of authority is the people, and its power is not legitimate if it disregards the will of the people. Government established by free choice of the people is expected to serve the people, who have sovereignty, or supreme power.  Examples: o The Constitution o Voting for Government Officials o Voting to Impeach Government Officials DUE PROCESS  Due process is   a requirement that legal matters be resolved according to established rules and principles, and that individuals be treated fairly. Due process applies to both civil and criminal matters.  Due process is the legal requirement that the state must respect all legal rights that are owed to a person.  Due process balances the power of law of the land and protects the individual person from it. SEPARATION OF POWERS  Separation of powers refers to the division of a state's government into branches, each with separate, independent powers and responsibilities, so that the powers of one branch are not in conflict with those of the other branches.  The intent is   to prevent the concentration of power and provide for checks and balances BRANCHES OF FEDERAL GOVERNMENT  LEGISLATIVE o The legislative branch is made up of the House and Senate, known collectively as the Congress. Among other powers, the legislative branch makes all laws, declares war, regulates interstate and foreign commerce and controls taxing and spending policies.  EXECUTIVE o The executive branch consists of the President, his or her advisors and various departments and agencies. This branch is responsible for enforcing the laws of the land.  JUDICIAL o The judicial branch consists of the U.S. Supreme Court and the Federal Judicial Center. According to the Constitution, "The judicial power of the United States, shall be vested in one supreme Court, and in such inferior Courts as the Congress may from time to time ordain and establish." FEDERALISM  Federalism is a mixed or compound mode of government that combines a general government with regional governments in a single political system, dividing the powers between the two. It has its roots in ancient Europe.  Federalism is a   system of government in which the same territory is controlled by two levels of government.  Both the national government and the smaller political subdivisions have the power to make laws and both have a certain level of autonomy from each other.  Example = National and State WHICH CANAL CREATES A WATER ROUTE FROM THE PACIFIC OCEAN TO THE ATLANTIC OCEAN?  Erie Canal  Kiel Canal  Panama Canal  Suez Canal DEFINE THE AMENDMENTS TO THE CONSTITUTION:

 World War II was the deadliest military conflict in history in terms of total dead, with some 75 million people casualties including military and civilians, or around 3% of the world’s population at the time.  Many civilians died because of deliberate genocide, massacres, mass-bombings, disease, and starvation.  Decolonization of Africa and Asia  The End of the European Age  The rise of the US to superpower status  The expansion of the Soviet Union and its rise to superpower status  The emergence of the Cold War NATURAL RIGHTS  Natural rights are those that are not dependent on the laws, customs, or beliefs of any particular culture or government, and are therefore universal and inalienable (i.e., rights that cannot be repealed or restrained by human laws).  Examples o The Right to Preserve Life. Humans have the right to stay alive & no government can take that right away o The Right to Liberty o The Right to Own Property o The Right to Make a Living  PROPERTY RIGHTS  Property rights   define the theoretical and legal ownership of resources and how they can be used  Property can be owned by individuals, businesses, and governments  These rights define the benefits associated with ownership of the property DIVINE RIGHTS  In European Christianity, the divine right of kings, divine right, or God's mandation is a political and religious doctrine of political legitimacy of a monarchy. It stems from a specific metaphysical framework in which a monarch is, before birth, pre- ordained to inherit the crown.    Divine right of kings, in European history, a   political doctrine in defense of monarchical absolutism, which asserted that kings derived their authority from God and could not therefore be held accountable for their actions by any earthly authority such as a parliament. MIRANDA RIGHTS  On June 13, 1966, the U.S. Supreme Court hands down its decision in Miranda v. Arizona  Now considered standard police procedure, “You have the right to remain silent. Anything you say can, and will, be used against you in court of law. You have the right to an attorney.” POLITICAL FACTORS THAT DISTINGUISHED EGYPT FROM OTHER CIVILIZATIONS OF THE FERTILE CRESCENT  A strong central government led by a family of kings  Its ability to adapt to the conditions of the Nile River valley for agriculture. The predictable flooding and controlled irrigation of the fertile valley produced surplus crops, which supported a denser population, and social development and culture. THE DARK AGES  The "Dark Ages" is a term for the Early Middle Ages or Middle Ages in Western Europe after the fall of the Western Roman Empire, characterizing it as marked by economic, intellectual, and cultural decline.  This period saw little scientific and cultural advancement. POLITICAL MAPS  A political map does not show topographic features like mountains. It focuses solely on the state and national boundaries of a place. These maps also include the locations of cities large and small, depending on the detail of the maps.  A typical example of a political map  would be one showing the 50 U.S. states and their borders along with the United States' international borders. PHYSICAL MAP  A physical map is one that documents landscape features of a place. These maps generally show things like mountains, rivers, and lakes. Bodies of water are commonly shown in blue. Mountains and elevation changes are sometimes shown with different colors and shades to show elevation.  On physical maps, greens usually indicate lower elevations while browns usually indicate higher elevations.

Serbia Austria- Hungary USA Nazi Germany France Germany Great Britain (UK) Japan Great Britain Bulgaria China Italy Italy Ottoman Empire (Turkey) Soviet Union (Russia) Japan France Russia Poland USA Significant Battles Significant Battles Battle of Marne 1914: French defeat Germany Invasion of Poland 1939: Beginning of war Gallipoli 1915-16: Allies defeat Central Battle of Crete 1941: Axis victory Battle of Jutland 1916: UK v. Germany no victor Pearl Harbor 1941: Japan attacks USA Battle of Verdun 1916: French defeat Germany Battle of Moscow 1941-42: Germany lost Battle of Somme 1916: No win; bloodiest battle Battle of Midway 1942: US defeat Japan Battle of Cantigny 1918: Allies defeat Germany Battle of Saipan 1944: US defeat Japan Battle of Amiens 1918: huge German defeat D-Day 1944: Combined opps Meuse-Argonne 1918: hard fought Battle of the Bulge 1944: Germany big L 110 Day Offensive 1918: Ended war w. armistice Hiroshima / Nagasaki 1945: nuclear weapons MAJOR US MOUNTAIN RANGES  Mount Rainier (Located in the Cascade Ranges) o A large active   stratovolcano   in the   Cascade Range   of the   Pacific Northwest   in the United States o Located in   Mount Rainier National Park   about 59 miles (95   km) south-southeast of   Seattle o A summit elevation of 14,411   ft (4,392   m) - the highest mountain in the U.S. state of   Washington o The most   topographically prominent   mountain in the   contiguous United States  Rocky Mountain Range o A major   mountain range   and the largest mountain system in   North America o The Rocky Mountains stretch 3,000 miles (4,800 kilometers) in   straight-line distance   from the northernmost part of western Canada to   New Mexico   in the   southwestern United States .  Sierra Nevada Mountain Range o A mountain range   in the   Western United States , between the   Central Valley of California   and the   Great Basin . o The vast majority of the range lies in the state of   California , although the   Carson Range   spur lies primarily in   Nevada .   o Yosemite national park, Lake Tahoe, Mount Whitney, Sequoia National Park  Appalachian Mountain Range o A mountain range in eastern to northeastern North America o Runs from the Island of Newfoundland in Canada, 2,050 mi (3,300 km) southwestward to Central Alabama in the United States o The highest peak of the mountain range is Mount Mitchell in North Carolina at 6,684 feet (2,037 m), which is also the highest point in the United States east of the Mississippi River. o The range is older than the Rocky Mountains of the west o Geologic processes that led to the formation of the Appalachian Mountains started 1.1 billion years ago. 

TYPES OF LANDFORMS  Mountain, Hill, Plateau, Plains, Desert, Valley, River delta, Isthmus TYPES OF MAPS  Political: shows legal, jurisdictional, political and/or administrative boundaries  Weather: shows the condition of the weather in a certain area at a given time by indicating barometric pressures, temps, etc.  Cadastral: shows borders and ownership of land parcels  Climatic: chart that shows the geographic distribution of the monthly or annual average values of climatic variables  Urban planning : focuses on the development and   design   of   land use   and the built environment, including air, water, and the   infrastructure   passing into and out of   urban areas, such as   transportation,   communications, and   distribution networks   and their   accessibility  Road: a map designed for   motorists , showing the roads of a city, state, or other area  Topographic: represents features that appear on the Earth's surface ; natural and man-made; lakes, mountains, elevation, etc.  Geological: represent the distribution of different types of rock and surficial deposits, as well as locations of geologic structures such as faults and folds.  Time zone: A map that displays uniform   standard time   for   legal ,   commercial,   and   social   purposes; time zone maps tend to follow the boundaries between   countries   and their   subdivisions  Population: A thematic maps used to track the number of people of different groups in an area What was the purpose of bill of rights in constitution?  To provide additional protections to individuals What are some things that limited reconstruction?  Plessy v. Ferguson  Jim crow laws Result of Spain early exploration of the Americas  Spread Christianity  Increased wealth  Domination and subjugation of Mesoamerican empires Civil rights act of 1964 had what effects?  Outlawed discrimination by public accommodations

 Encouraged desegregation of schools Checks and balances  Provides each branch of government with individual powers to check the other branches and prevent any one branch from becoming too powerful . Common law -vs- Natural law  Common law = judge-made law  Natural law = the timeless and universal moral law founded on nature, reason, or the will of God US Presidents & their major programs 1. George Washington – 1 st president, general revolutionary war 2. John Adams – Declaration of independence, 1 st president in the white house 3. Thomas Jefferson – Bill of rights, Louisiana territory 4. James Madison – Father of constitution, war of 1812, white house burned down 5. James Monroe – bought Florida, Monroe Doctrine 6. John Quincy Adams - Corruption 7. Andrew Jackson – Indian Removal Act, Abuse of power, spoils system, destroyed US banks 8. Martin Van Buren – Banks failure and US depression 9. William Henry Harrison – died one month into his term, defeated Tecumseh at Tippecanoe 10. John Tyler – lots of vetoes 11. James K. Polk – Mexican War 12. Zachary Taylor – Compromise of 1850 13. Millard Fillmore – Compromise of 1850 (allowed slavery in the south) 14. Franklin Pierce – Kansas Nebraska Act 15. James Buchanan – Bleeding Kansas, Dred Scott 16. Abraham Lincoln – Civil war, Emancipation Proclamation, assassination 17. Andrew Johnson – Reconstruction, Freedman’s bureau 18. Ulysses S. Grant – Union General 19. Rutherford Birchard Hayes – Lost popular vote, won the office, compromise of 1877 20. James A. Garfield – Log cabin, reform spoils systems 21. Chester A. Arthur – started civil service 22. Grover Cleveland – expanded civil service, non-consecutive terms 23. Benjamin Harrison – 6 states added to the union 24. Grover Cleveland – expanded civil service, non-consecutive terms 25. William McKinley – Spanish American war, Assassinated 26. Theodore Roosevelt – National parks, clean food acts 27. William H. Taft – anti-trusts, better working conditions, justice of supreme court 28. Woodrow Wilson – WWI, Womens sufferage, 29. Warren G. Harding – Died in office 30. Calvin Coolidge – Stock market crash, great depression 31. Herbert Hoover – Failed to deal with the great depression 32. Franklin D. Roosevelt – WW2, New deal 33. Harry S. Truman – Dropped the atomic bomb 34. Dwight D. Eisenhower – Ended Korean War 35. John F. Kennedy – defused the Cuban Missile Crisis 36. Lyndon B. Johnson – Civil rights act / Vietnam War / Great Society 37. Richard M. Nixon – Watergate scandal 38. Gerald R. Ford – took over after Nixon (never elected to pres or vp) 39. Jimmy Carter – Iran hostage crisis 40. Ronald Reagan – Raeganomics 41. George H.W. Bush – First gulf war, fall of Berlin Wall 42. Bill Clinton – NAFTA, scandals, survived impeachment 43. George W. Bush – 9/11, Gulf war, debt 44. Barack Obama – Obamacare 45. Donald J. Trump - Corruption 46. Joseph R. Biden – Woman VP Which president is considered the architect of the great society?  Lydon B. Johnson Reconstruction in the US

 Lasted from 1866 to 1877  Was aimed at reorganizing the Southern states after the Civil War  Provided the means for readmitting Southern states into the Union  Defined the means by which whites and blacks could live together in a non-slave society Popular sovereignty  All political power is vested in and derived from the people. All government of right originates with the people, is founded upon their will only, and is instituted solely for the good of the whole.  A doctrine in political theory that government is created by and subject to the will of the people  A pre-Civil War doctrine asserting the right of the people living in a newly organized territory to decide by vote of their territorial legislature whether or not slavery would be permitted there. What is the difference between fixed versus variable costs?  Variable costs change based on the amount of output produced (example: labor, commissions, and raw materials)  Fixed costs remain the same regardless of production output (example: rent) GEORGIA GEOGRAPHY  Georgia encompasses parts of five distinct physiographic provinces:  the Appalachian Plateau, the Valley and Ridge, the Blue Ridge, the Piedmont, and the Coastal Plain .   GEORGIA ISLANDS  Barbour, Blackbeard, Blackjack, Chesser, Cockspur, Colonels, Cumberland, Egg, Elba, Grover, Harvey’s, Hutchinson, Isle of Hope, Jack, Jekyll, Johnson, Lewis, McQueen’s, Ossabaw, Sapelo, Sea, Skidaway, St. Catherine's, St. Simons, Tybee, Wassaw, Whitemarsh, Wilmington, Wolf Island National Wildlife Refuge MAJOR GEORGIA RIVERS  Chattahoochee, Flint, Savannah, Ogeechee, Coosa, Tallapoosa, Ocmulgee, Suwannee, Satilla, Oconee WHAT IS GEORGIA’S HIGHEST ELEVATION?  Brasstown Bald = 4,784 ft GEORGIA HISTORY  Founded in 1732 as the   Province of Georgia   and first settled in 1733.  Georgia became a British   royal colony   in 1752.  It was the last and southernmost of the original   Thirteen Colonies   to be established.  On January 2, 1788, Georgia became the fourth state to   ratify   the   United States Constitution.  Succeeded from the Union on January 19, 1861, and was one of the original seven   Confederate States.  Following the   Civil War, it was the last state to be restored to the Union, on July 15, 1870 SUBAREA 3: ANALYSIS: 2 ESSAY QUESTIONS (25% of overall score)