Term
| [LCA1] Language Experience Approach (LEA) |
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Definition
| Promotes reading and writing through the use of personal experiences and oral language; Materials are learner-generated |
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Term
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Definition
| A casual way of speaking used in settings with family and friends |
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Term
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Definition
| Phrases and words used to link sentences, paragraphs, and ideas together |
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Term
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Definition
| knowing that individual words make up a sentence |
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Term
| [LCA1] Phonological Awareness |
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Definition
| the understanding and ability to hear individual words, syllables, and sounds in spoken language apart from print |
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Term
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Definition
| the ability to blend two sounds to make a word |
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Term
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Definition
| A letter or letters that change a root word's meaning |
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Term
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Definition
| newly used word or phrase that is not yet formally accepted into a language |
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Term
| [LCA1] Alphabetic Principle |
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Definition
| The understanding that there is a logical/systematic relationship between the sounds of spoken English and the letters and letter–patterns of written English. |
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Term
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Definition
| words that indicate if a statement is referring to past time, present time, or future time |
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Term
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Definition
| the different uses of a particular language |
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Term
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Definition
| the ability to make a new word(s) by adding a phoneme to an existing word |
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Term
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Definition
| the ability to recognize and understand a word or sound(s) that remain when a phoneme is removed. |
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Term
| [LCA1] Reading Comprehension |
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Definition
| the ability to read a text and understand its meaning |
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Term
| [LCA1] Language Acquisition |
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Definition
| the process by which individuals learn a language |
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Term
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Definition
| The study of language in use, not in its structure; or the appropriate use of language. |
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Term
| [LCA1] Rhyme Awareness / Rhyming |
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Definition
| the ability first to hear words that rhyme and then to be able to produce a rhyme(s) |
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Term
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Definition
| the creation of a new word by removing an affix |
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Term
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Definition
| a word made by pronouncing the initials of a phrase as its own word |
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Term
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Definition
| The ability to read with appropriate speed, accuracy, and prosody |
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Term
| [LCA1] Onset and Rime Production |
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Definition
| the ability to hear and understand that the sound(s) before the vowel in a syllable is the onset, and the vowel and everything that comes after it in a syllable is the rime |
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Term
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Definition
| the systematic organization of sounds in languages |
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Term
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Definition
| the sounds of human speech |
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Term
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Definition
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Term
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Definition
| The study of word or symbol meaning. |
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Term
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Definition
| Base words to which prefixes, suffixes, and syllables can be added |
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Term
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Definition
| the function of language in a social context |
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Term
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Definition
| written or spoken English that follows all grammatical rules and is spelled and pronounced correctly. |
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Term
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Definition
| an exact reproduction of the words of an author or a speaker that are set-off in quotation marks |
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Term
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Definition
| followed or preceded by a comma or punctuation mark, with quotation marks around the quotation |
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Term
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Definition
| the implied meaning of a word; the feeling a word conveys |
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Term
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Definition
| the creation of a new word from another word, typically by adding an affix to a base word |
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Term
| [LCA1] Alphabetic Knowledge |
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Definition
| The ability to recognize, name, and write letters. |
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Term
| [LCA1] Word Recognition Skills |
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Definition
| the ability to recognize written words correctly |
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Term
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Definition
| a proper way of speaking used in professional and academic settings |
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Term
| [LCA1] Syllable Awareness / Syllabication / Syllable Segmentation |
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Definition
| the ability to hear individual parts/syllables of words |
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Term
| [LCA1] Phoneme Segmentation |
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Definition
| the ability to break down a word into separate sounds, as they say and count each sound |
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Term
| [LCA1] Vocabulary / Vocabulary Development |
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Definition
| the ability to effectively know and use words in their listening, speaking, reading, and writing |
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Term
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Definition
| A letter or letters at the beginning of a root word that changes its meaning |
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Term
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Definition
| The study of forms of words, including affixes, roots, stems, and parts of speech. |
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Term
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Definition
| a proper way of speaking that does not change over time |
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Term
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Definition
| in writing, a sentence that contains specific details and avoids wordy descriptions |
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Term
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Definition
| The system that relates sounds to meanings through communicating by word of mouth. |
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Term
| [LCA1] Paraphrased Quotation |
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Definition
| the author is conveying the meaning of what was said without necessarily repeating the exact words of the speaker |
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Term
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Definition
| a group of words with a shared ending letter group/sound |
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Term
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Definition
| representation of oral language using a system of writing |
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Term
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Definition
| the ability to change the way you communicate depending on what is appropriate for the situation |
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Term
| [LCA1] Demonstrative Pronoun |
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Definition
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Term
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Definition
| Phrases and words used to link sentences, paragraphs, and ideas together. |
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Term
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Definition
| joining parts of two or more words to make a new word |
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Term
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Definition
| A letter or letters at the end of a root word that changes its meaning |
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Term
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Definition
| the ability to can hear and recognize the individual sound in words |
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Term
| [LCA1] Phoneme Substitution |
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Definition
| the ability to substitute one phoneme for a different one |
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Term
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Definition
| learners actively create language |
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Term
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Definition
| form of a language particular to a specific region or community |
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Term
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Definition
| an expression that becomes part of a language by translating it word-by-word from another language |
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Term
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Definition
| the ability to read words effortlessly |
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Term
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Definition
| makes a word out of two or more morphemes |
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Term
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Definition
| The understanding of how to begin writing letters including writing from left to right, on lines, etc. |
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Term
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Definition
| Spelling patterns of language |
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Term
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Definition
| the collective vocabulary of a person or language |
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Term
| [LCA1] Phonemic Awareness / Sound Awareness |
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Definition
| the ability to hear, identify, and re-create individual sounds in spoken words |
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Term
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Definition
| learners take in and process language |
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Term
| [LCA1] learners take in and process language |
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Definition
| includes intonation, pitch, and volume |
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Term
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Definition
| A combination of sounds that has meaning in speech or writing and cannot be divided into smaller grammatical parts. This includes prefixes and suffixes. |
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Term
| [LCA1] Phonics / Graphophonemic Principle |
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Definition
| Phonics / Graphophonemic Principle |
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Term
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Definition
| The ability to be aware of the forms and functions of printed language. |
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Term
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Definition
| the degree of formality with which one speaks |
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Term
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Definition
| the smallest individual sounds in a word |
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Term
| [LCA1] Irregular High Frequency Sight Words |
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Definition
| words that frequently appear in printed English but are not readily decodable in the early stages of reading instruction |
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Term
| [LCA2] Independent / Main Clause |
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Definition
| clause that can stand alone as a complete sentence |
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Term
| [LCA2] Subordinating Conjunction |
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Definition
| a conjunction used at the beginning of a subordinate clause |
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Term
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Definition
| A very short sentence that conveys strong emotions |
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Term
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Definition
| Rules that govern the construction of words in order to make phrases, clauses, and sentences. |
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Term
| [LCA2] Coordinating Conjunction |
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Definition
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Term
| [LCA2] Dependent / Subordinate Clause |
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Definition
| clause that begins with a subordinating conjunction but cannot stand alone as a sentence even though it contains a subject and verb |
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Term
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Definition
| verb used to indicate modality (ability, likelihood, permission, capacity, suggestion, etc.) |
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Term
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Definition
| an action or state of being word |
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Term
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Definition
| Two independent clauses joined by a comma and coordinating conjunction |
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Term
| [LCA2] Compound-Complex Sentence |
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Definition
| Two independent clauses and at least one dependent clause |
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Term
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Definition
| An independent clause and a dependent clause |
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Term
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Definition
| a word that describes a verb |
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Term
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Definition
| Academic words that are specific to a particular content area or discipline. These are words that would appear, for example, in a subject-specific textbook or in the glossary of an informational text. |
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Term
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Definition
| Common words that are already familiar to students when they enter school. These words do not need to be taught in a classroom setting. |
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Term
| [LCA2] Exclamatory Sentence |
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Definition
| A sentence that expresses emotion. |
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Term
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Definition
| a person, place, or thing |
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Term
| [LCA2] Imperative Sentence |
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Definition
| A sentence that gives a command or request. |
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Term
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Definition
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Term
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Definition
| a word that describes a noun |
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Term
| [LCA2] Interrogative Sentence |
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Definition
| A sentence that asks a question. |
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Term
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Definition
| Academic words that students will encounter frequently and that are used in multiple content areas. Many of these are process words that commonly appear in assessment. |
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Term
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Definition
| A sentence containing one subject and one verb, or one independent clause |
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Term
| [LCA2] Declarative Sentence |
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Definition
| A sentence that makes a statement or gives an opinion. |
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Term
| [LCA2] Writing Conventions |
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Definition
| The basic rules of written language, including grammar, spelling, capitalization, and punctuation. |
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Term
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Definition
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Term
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Definition
| The system that relates sounds to meanings through communicating by word of mouth. |
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Term
| [LCA3] Basic Interpersonal Communicative Skills (BICS) |
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Definition
| Basic Interpersonal Communicative Skills are casual, everyday language used in personal conversation |
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Term
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Definition
| a method of teaching that involves gradually removing aids when teaching new concepts |
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Term
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Definition
| Teacher is silent 90% of the time, encouraging natural language expression |
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Term
| [LCA3] Sheltered Instruction |
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Definition
| Teachers integrate language and content instruction in order to make content comprehensible; systematically pair a content objective and a language objective for each lesson |
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Term
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Definition
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Term
| [LCA3] Monitor Hypothesis |
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Definition
| one of linguistics professor Stephen Krashen's five hypotheses of second language acquisition which states that learners edit their own language performance |
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Term
| [LCA3] Behaviorist Theories |
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Definition
| present stimulus-response pairings in which one act leads directly to another |
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Term
| [LCA3] Interrelatedness (with ELL students) |
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Definition
| connections between language 1 and language 2 |
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Term
| [LCA3] Grammar - Translation / Classical Approach |
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Definition
| method of teaching English Language Learners which teaches grammar as a means to translate text in one language to another |
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Term
| [LCA3] Cognitive Academic Language Proficiency Skills (CALPS) |
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Definition
| Cognitive Academic Language Proficiency Skills are formal, textbook language used in academic situations |
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Term
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Definition
| emotional influences on learning |
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Term
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Definition
| a phrase or expression that does not mean the same as the literal words |
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Term
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Definition
| place of articulation - both lips are together |
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Term
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Definition
| the degree of formality with which one speaks |
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Term
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Definition
| the ability to change the way you communicate depending on what is appropriate for the situation |
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Term
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Definition
| forming a general concept from specific information |
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Term
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Definition
| place of articulation - the tongue-tip is touching the ridge right behind the top-front teeth |
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Term
| [LCA3] Total Response Signals (TRS) |
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Definition
| cues students can use to indicate they are ready to respond to questions or ready to move on to new material |
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Term
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Definition
| the specific way a word is verbally produced |
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Term
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Definition
| words from different languages that look and sound alike, but have different meanings |
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Term
| [LCA3] Limited Vocabulary |
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Definition
| smaller or more restricted bank of words than is typical |
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Term
| [LCA3] Sheltered Instruction Observation Protocol (SIOP) |
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Definition
| instructional model used to make grade level content comprehensible while acquiring English language proficiency and developing academic language |
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Term
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Definition
| sounds articulated without vocal cord vibrations |
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Term
| [LCA3] Comprehensible Input |
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Definition
| information that can be understood despite language barriers |
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Term
| [LCA3] Multisensory Approach / VAKT |
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Definition
| method of teaching English Language Learners. Information is presented in visual, auditory, kinesthetic and tactile modalities (VAKT) |
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Term
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Definition
| the systematic organization of sounds in languages |
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Term
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Definition
| one of linguistics professor Stephen Krashen's five hypotheses of second language acquisition which states that language is acquired through comprehensible input that is one step beyond their current competence level |
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Term
| [LCA3] Communicative Approach |
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Definition
| Learning a language successfully comes through having to communicate real meaning |
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Term
| [LCA3] Cognitive and Academic Language Learning Approach (CALLA) |
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Definition
| Teachers explicitly teach learning strategies and have students apply them to instructional tasks to increase CALP |
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Term
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Definition
| place of articulation - the flat part of the tongue is against the hard palate |
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Term
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Definition
| method of teaching English Language Learners which teaches grammar and vocabulary through the use of repetition and memorization of set phrases |
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Term
| [LCA3] Affective Filter Hypothesis |
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Definition
| one of linguistics professor Stephen Krashen's five hypotheses of second language acquisition which states that needs and emotional states affect language acquisition (anxiety, attitude, self-image, motivation, classroom climate, personality) |
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Term
| [LCA3] Constructivist Approach |
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Definition
| Based on the belief that humans construct knowledge and meaning from their experiences; Activities are interactive and student-centered. |
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Term
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Definition
| Noam Chomsky’s revolutionary idea that language is innate. |
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Term
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Definition
| the ability to think about one’s own thought process |
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Term
| [LCA3] Natural Order Hypothesis |
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Definition
| one of linguistics professor Stephen Krashen's five hypotheses of second language acquisition which states that there is a predictive, natural order/sequence for language acquisition |
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Term
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Definition
| the use of many words to describe something when fewer would be sufficient |
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Term
| [LCA3] Overgeneralization |
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Definition
| the application of a grammar rule in a place where it doesn’t apply |
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Term
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Definition
| place of articulation - the back of the tongue is pushing up against the soft palate |
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Term
| [LCA3] Direct Instruction |
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Definition
| a teacher-led approach to instruction in which the instructor provides information on a concept and is the sole expert in the room |
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Term
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Definition
| using the throat to produce the sound |
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Term
| [LCA3] Zone of Proximal Development |
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Definition
| A chart that shows what tasks a learner can do independently, can do with assistance, and cannot do |
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Term
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Definition
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Term
| [LCA3] Total Physical Response (TPR) |
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Definition
| Based on the coordination of language and physical movement; Students follow simply stated directions using controlled vocabulary |
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Term
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Definition
| Words in two languages that share a similar meaning, spelling, and pronunciation. |
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Term
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Definition
| Learning theory rooted in the notion that all behaviors are learned through interaction with the environment |
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Term
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Definition
| place of articulation - the back of the tongue is pushed against the uvula |
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Term
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Definition
| a stop made by using the vocal cords |
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Term
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Definition
| the process of student learning when students are able to use the knowledge or skill in new situation |
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Term
| [LCA3] Direct Method / Oral Method / Natural Method |
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Definition
| Immersion in the language; Focus on oral communication |
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Term
| [LCA3] Language Experience Approach (LEA) |
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Definition
| Promotes reading and writing through the use of personal experiences and oral language; Materials are learner-generated. |
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Term
| [LCA3] Fossilization of Errors |
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Definition
| an error hasn’t been fixed and has cemented over time |
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Term
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Definition
| multiple ways to refer to the same thing |
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Term
| [LCA3] Notional-Functional Syllabus |
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Definition
| Input organized into notional categories, or real-life situations in which people communicate, and are further broken down into functions or specific aims of communication |
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Term
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Definition
| A method for teaching reading and writing by developing phonemic awareness—the ability to hear, identify, and manipulate phonemes—in order to teach the correspondence between these sounds and the spelling patterns (graphemes) that represent them |
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Term
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Definition
| place of articulation - the tongue-tip is touching the back of the top-front teeth |
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Term
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Definition
| place of articulation - the top teeth meet the bottom lip |
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Term
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Definition
| phonemes that are similar and difficult to distinguish |
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Term
| [LCA3] Word Order (Syntax) |
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Definition
| in a basic declarative statement in English, the subject comes first, followed by the verb, and then by the objects and adverbial phrases, if there are any |
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Term
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Definition
| vocal cord vibrations cause sounds |
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Term
| [LCA3] Acquisition Learning Hypothesis |
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Definition
| one of linguistics professor Stephen Krashen's five hypotheses of second language acquisition which states that acquisition occurs subconsciously from natural communication where the focus is on meaning |
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Term
| [LCA3] Language Interference |
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Definition
| differences between a learner's native language and the language being learned, which can cause confusion in the acquisition of the new language |
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Term
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Definition
| Learning new behaviors by adjusting our current view of the world |
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Term
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Definition
| method of teaching English Language Learners based on Krashen's Language Acquisition Theory. Tend to have emphasis on low-anxiety, natural context for language acquisition with a goal of maximum comprehensible input (both BICS and CALP) |
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Term
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Definition
| method of teaching English Language Learners which teaches a grammatical structure (usually inductively) to students and then they practice it (Presentation, Practice and Production) |
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Term
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Definition
| Learning new behaviors by connecting current knowledge with new knowledge |
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Term
| [LCA3] Cummins' Quadrants |
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Definition
model for categorizing language tasks based on cognitive demand and amount of context available
Quadrant A - relatable context, low cognitive demand
Quadrant B - relatable context, high cognitive demand
Quadrant C - less relatable context, low cognitive demand
Quadrant D - less relatable context, high cognitive demand |
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Term
| [LCA3] Concept Attainment Model (Bruner) |
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Definition
| An indirect instructional strategy that uses a structured inquiry process; Students figure out the attributes of a group or category that has already been formed by the teacher by comparing and contrasting examples that contain the attributes of the concept with examples that do not contain those attributes. |
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Term
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Definition
| Warm, relaxed, pleasant environment is the ideal state for learning; Often makes use of art and music and a close relationship between teacher and student |
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Term
| [LCA3] Cognitive Theories |
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Definition
| allow for the mind to work through steps to get to the response |
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Term
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Definition
| an ELL avoids using difficult words and structures, opting for simpler ones instead |
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Term
| [LCA3] Borrowing (with ELL students) |
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Definition
| incorporation of linguistic material from one language to another |
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Term
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Definition
| Rules that govern the construction of words in order to make phrases, clauses, and sentences. |
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Term
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Definition
| when two sounds occur right after the other, then stop |
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