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PRAXIS 5024/PRAXIS 5205 > Content Pedagogy and Knowledge > Flashcards

Content Pedagogy and Knowledge Flashcards

PRAXIS

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1
Q

Etymology

A

the study of the origin and history of words

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2
Q

Cognitive Memory Questions

A

a question that requires rote memory or recall

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3
Q

Homophones

A

words that are pronounced the same as another word but have a different meaning and may be spelled differently

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4
Q

Active listening

A

method of communication that focuses on mutual understanding to prevent confusion that includes attending, listening, and responding

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5
Q

Divergent questions

A

question with many correct answers that can be explored and discussed

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6
Q

Receptive language

A

the ability to understand meaning from language

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7
Q

Expressive Language

A

the ability to express meaning through language

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8
Q

Factual Questions

A

question that is looking for a single correct answer

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9
Q

Convergent Questions

A

question with a finite number of correct answers that can be explored

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10
Q

Evaluative Questions

A

question that requires making a judgment about a subject

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11
Q

Student Engagement

A

the level of attention and interest students demonstrate while learning

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12
Q

Word families

A

a group of words with a shared ending letter group/sound

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13
Q

Phoneme Segmentation

A

the ability to break down a word into separate sounds, as they say and count each sound

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14
Q

Phoneme Substitution

A

the ability to substitute one phoneme for a different one

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15
Q

Syllable Awareness / Syllabication / Syllable Segmentation

A

the ability to hear individual parts/syllables of words

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16
Q

Phonological Awareness

A

the understanding and ability to hear individual words, syllables, and sounds in spoken language apart from print

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17
Q

Phoneme Isolation

A

the ability to hear and recognize the individual sounds in words

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18
Q

Rhyme Awareness / Rhyming

A

the ability first to hear words that rhyme and then to be able to produce a rhyme(s)

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19
Q

Phonemic Awareness / Sound Awareness

A

the ability to hear, identify, and re-create individual sounds in spoken words

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20
Q

Phoneme Addition

A

the ability to make a new word(s) by adding a phoneme to an existing word

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21
Q

Phoneme Manipulation

A

the ability to perform phoneme deletion, addition, and substitution.

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22
Q

Word Awareness

A

knowing that individual words make up a sentence

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23
Q

Phoneme

A

The smallest individual sound in a word

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23
Q

Phoneme blending

A

the ability to blend two sounds to make a word

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24
Q

Directionality

A

The direction something is read

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25
Q

Print concepts

A

the general rules governing texts

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26
Q

Onset and Rime Production

A

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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27
Q

Phoneme Deletion

A

the ability to recognize and understand a word or sound(s) that remain when a phoneme is removed.

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28
Q

Organizational Structure

A

Text structure can include cause and effect, problem/solution, and main details or sequence

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29
Q

Metacognition

A

the ability to think about one’s own thought process

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30
Q

Literary Analysis

A

The careful examination of a text or one element of a text, including theme, plot, characters, or setting, in order to determine why and how the particular text was written.

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31
Q

Sentence Stems

A

Common sentence starters provided to students to use when generalizing, summarizing, or transitioning between ideas.

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32
Q

Tone

A

The attitude of the author in writing, and which might be comical, serious, frightening, joyful. Sometimes called diction

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33
Q

Moral

A

Lesson or message to be learned within a story

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34
Q

Close reading

A

a teaching strategy in which students carefully and purposefully read and reread a text

35
Q

Textual evidence

A

Proof or support of the meaning of what is being read or has been read. This evidence can be a direct quote, transition words in time and space, a statement of purpose, and/or making an argument.

36
Q

Concept / Vocabulary Map

A

a form of scaffolding in which a new concept or vocabulary word is written in the center and pictures or descriptive words are written surrounding it

36
Q

Chronological Order

A

An organizational approach that follows an orderly progression of events based in time.

37
Q

Figurative language

A

A word or phrase that does not have its normal everyday, literal meaning

38
Q

Cause and effect

A

a writing method in which the author explains reasons why something happened or the effects of something that has happened

39
Q

Schema for reading

A

background knowledge a reader brings to the text

40
Q

Gradual Release

A

a teaching strategy in which students are gradually given less direct guidance

40
Q

Draw conclusion

A

To make final comments/summation over what has been read or written.

40
Q

Text frame

A

Teachers can include text frames throughout a reading with questions designed to prompt students to think about relationships and key ideas

41
Q

K-W-L chart

A

A graphic organizer used throughout a unit that shows what students know (K), want to know (W), and learned (L)

42
Q

Reciprocal Teaching

A

a dialog between teachers and students regarding segments of text; there are four parts: summarizing, question generating, clarifying, and predicting

43
Q

Guided reading

A

Reading done by students with teacher support. This reading will be done within the framework of a lesson and often in a small group setting with the teacher.

44
Q

Writing conventional stage

A

Fourth stage of writing (ages 6-7). Demonstrates more control over many aspects of the writing process.

45
Q

Writing: Emergent Stage: Second stage of writing (ages 4-5).

A

Understands that what is said (speech) can be written and that print moves from left to right rather than randomly on a page

46
Q

Writing: Proficient Stage:

A

Fifth stage of writing (ages 7-9). Understands and is able to write for various purposes and audiences

47
Q

Writing Process

A

Revising: Reviewing the draft and making necessary corrections for sentence usage, organization, coherence, and audience

48
Q

Transitional Spelling

A

Students use some conventional spelling but still misspell many irregular words

49
Q

Writing transitional stage

A

Third stage of writing (ages 5-6). Writes a single letter (often the beginning consonant of the word) to represent an entire word or syllable; begins to understand and use basic punctuation

50
Q

Writing process editing

A

Reviewing the draft for corrections in grammar, mechanics, and spelling

51
Q

Precommunicative spelling

A

Students use scribble shapes and sometimes letter-like shapes for spelling words but are unable to make the forms

52
Q

Semi-phonetic Spelling

A

Students have some letter awareness, but are unable to use all letters in the word.

53
Q

Writing process, drafting

A

The second step in the writing process where the writer brings together similar ideas and organizes them into paragraphs

53
Q

Writing: Pre-Conventional Stage

A

First stage of writing (ages 2-5). The child is aware that drawings and prints have specific meanings.

54
Q

Conventional spelling

A

When children know and use the most basic spelling rules and spell most words correctly.

55
Q

Writing conference

A

an individual meeting with students to discuss their drafts to help them revise their work before submitting a final product, and to help the teacher assess student understanding and modify instruction as needed

56
Q

Root

A

Base words to which prefixes, suffixes and syllables can be added

57
Q

Reading fluency

A

The ability to read with appropriate speed, accuracy, and prosody

57
Q

Frayer model

A

a popular form of semantic mapping which helps students to identify and define unfamiliar concepts and vocabulary

58
Q

Homographs

A

words that have the same spelling as another word but different meaning

59
Q

Echo or choral reading

A

A strategy in which students first listens to the teacher read a short passage aloud, and then the class and the teacher all read it aloud at the same time

60
Q

Supervised Oral Reading

A

A strategy in which a student reads aloud to a teacher or tutor

61
Q

Affix

A

A letter or letters that change a root word’s meaning

62
Q

Automaticity

A

the ability to read words effortlessly

63
Q

Denotative Meaning

A

a literal, dictionary meaning of a word

64
Q

Structural / Morphemic Analysis

A

using meaningful word parts (morphemes) to study a word and determine its meaning

65
Q

Prosody

A

the reader’s ability to convey expression, including using correct emphasis, punctuation, and tone, while reading aloud

66
Q

Vocabulary / Vocabulary Development

A

the ability to effectively know and use words in their listening, speaking, reading, and writing

67
Q

Morphology

A

The study of forms of words, including affixes, roots, stems, and parts of speech.

68
Q

Decoding

A

In reading out loud, being able to sound out words by breaking them into simple forms. In reading for comprehension, the understanding of how to read each letter or letter pattern in a word to determine the word’s meaning

69
Q

Morpheme

A

A combination of sounds that has meaning in speech or writing and cannot be divided into smaller grammatical parts. This includes prefixes and suffixes.

69
Q

Long vowel

A

When a vowel sounds like its name, this is called a long vowel sound.

70
Q

R-Controlled Vowel

A

a vowel followed by the letter r where the “r” doesn’t make its normal short or long sound

71
Q

Consonant Blend

A

two or more consonants that blend together when decoded, but each retains its own sound

72
Q

Sight word instruction

A

the approach taken when teaching high frequency, often irregular words to early readers

73
Q

Consonant Diagraphs

A

two consonants that make a single consonant sound when together in a word

74
Q

Short Vowel

A

the sound that most often corresponds to a vowel when the vowel occurs individually between consonants

75
Q

Vowel Digraph

A

two vowels that make a single vowel sound when together in a word, also known as “vowel teams”

76
Q

Fry Word List

A

the 100 most frequently occurring words in the English language; often used for sight word instruction

77
Q

Diphthong

A

one vowel sound made by the combination of two vowel sounds

78
Q

Phonics / Graph phonemic Principle

A

Using the relationship between symbols (letters and words) and sounds of a language to read and write

79
Q

Dolch Word List

A

the 220 most frequently used words that are considered basic level to the reading of a first or second grader in English

PRAXIS 5024/PRAXIS 5205 (5 decks)

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