Content Pedagogy and Knowledge Flashcards
PRAXIS
Etymology
the study of the origin and history of words
Cognitive Memory Questions
a question that requires rote memory or recall
Homophones
words that are pronounced the same as another word but have a different meaning and may be spelled differently
Active listening
method of communication that focuses on mutual understanding to prevent confusion that includes attending, listening, and responding
Divergent questions
question with many correct answers that can be explored and discussed
Receptive language
the ability to understand meaning from language
Expressive Language
the ability to express meaning through language
Factual Questions
question that is looking for a single correct answer
Convergent Questions
question with a finite number of correct answers that can be explored
Evaluative Questions
question that requires making a judgment about a subject
Student Engagement
the level of attention and interest students demonstrate while learning
Word families
a group of words with a shared ending letter group/sound
Phoneme Segmentation
the ability to break down a word into separate sounds, as they say and count each sound
Phoneme Substitution
the ability to substitute one phoneme for a different one
Syllable Awareness / Syllabication / Syllable Segmentation
the ability to hear individual parts/syllables of words
Phonological Awareness
the understanding and ability to hear individual words, syllables, and sounds in spoken language apart from print
Phoneme Isolation
the ability to hear and recognize the individual sounds in words
Rhyme Awareness / Rhyming
the ability first to hear words that rhyme and then to be able to produce a rhyme(s)
Phonemic Awareness / Sound Awareness
the ability to hear, identify, and re-create individual sounds in spoken words
Phoneme Addition
the ability to make a new word(s) by adding a phoneme to an existing word
Phoneme Manipulation
the ability to perform phoneme deletion, addition, and substitution.
Word Awareness
knowing that individual words make up a sentence
Phoneme
The smallest individual sound in a word
Phoneme blending
the ability to blend two sounds to make a word
Directionality
The direction something is read
Print concepts
the general rules governing texts
Onset and Rime Production
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
Phoneme Deletion
the ability to recognize and understand a word or sound(s) that remain when a phoneme is removed.
Organizational Structure
Text structure can include cause and effect, problem/solution, and main details or sequence
Metacognition
the ability to think about one’s own thought process
Literary Analysis
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.
Sentence Stems
Common sentence starters provided to students to use when generalizing, summarizing, or transitioning between ideas.
Tone
The attitude of the author in writing, and which might be comical, serious, frightening, joyful. Sometimes called diction
Moral
Lesson or message to be learned within a story
Close reading
a teaching strategy in which students carefully and purposefully read and reread a text
Textual evidence
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.
Concept / Vocabulary Map
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
Chronological Order
An organizational approach that follows an orderly progression of events based in time.
Figurative language
A word or phrase that does not have its normal everyday, literal meaning
Cause and effect
a writing method in which the author explains reasons why something happened or the effects of something that has happened
Schema for reading
background knowledge a reader brings to the text
Gradual Release
a teaching strategy in which students are gradually given less direct guidance
Draw conclusion
To make final comments/summation over what has been read or written.
Text frame
Teachers can include text frames throughout a reading with questions designed to prompt students to think about relationships and key ideas
K-W-L chart
A graphic organizer used throughout a unit that shows what students know (K), want to know (W), and learned (L)
Reciprocal Teaching
a dialog between teachers and students regarding segments of text; there are four parts: summarizing, question generating, clarifying, and predicting
Guided reading
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.
Writing conventional stage
Fourth stage of writing (ages 6-7). Demonstrates more control over many aspects of the writing process.
Writing: Emergent Stage: Second stage of writing (ages 4-5).
Understands that what is said (speech) can be written and that print moves from left to right rather than randomly on a page
Writing: Proficient Stage:
Fifth stage of writing (ages 7-9). Understands and is able to write for various purposes and audiences
Writing Process
Revising: Reviewing the draft and making necessary corrections for sentence usage, organization, coherence, and audience
Transitional Spelling
Students use some conventional spelling but still misspell many irregular words
Writing transitional stage
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
Writing process editing
Reviewing the draft for corrections in grammar, mechanics, and spelling
Precommunicative spelling
Students use scribble shapes and sometimes letter-like shapes for spelling words but are unable to make the forms
Semi-phonetic Spelling
Students have some letter awareness, but are unable to use all letters in the word.
Writing process, drafting
The second step in the writing process where the writer brings together similar ideas and organizes them into paragraphs
Writing: Pre-Conventional Stage
First stage of writing (ages 2-5). The child is aware that drawings and prints have specific meanings.
Conventional spelling
When children know and use the most basic spelling rules and spell most words correctly.
Writing conference
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
Root
Base words to which prefixes, suffixes and syllables can be added
Reading fluency
The ability to read with appropriate speed, accuracy, and prosody
Frayer model
a popular form of semantic mapping which helps students to identify and define unfamiliar concepts and vocabulary
Homographs
words that have the same spelling as another word but different meaning
Echo or choral reading
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
Supervised Oral Reading
A strategy in which a student reads aloud to a teacher or tutor
Affix
A letter or letters that change a root word’s meaning
Automaticity
the ability to read words effortlessly
Denotative Meaning
a literal, dictionary meaning of a word
Structural / Morphemic Analysis
using meaningful word parts (morphemes) to study a word and determine its meaning
Prosody
the reader’s ability to convey expression, including using correct emphasis, punctuation, and tone, while reading aloud
Vocabulary / Vocabulary Development
the ability to effectively know and use words in their listening, speaking, reading, and writing
Morphology
The study of forms of words, including affixes, roots, stems, and parts of speech.
Decoding
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
Morpheme
A combination of sounds that has meaning in speech or writing and cannot be divided into smaller grammatical parts. This includes prefixes and suffixes.
Long vowel
When a vowel sounds like its name, this is called a long vowel sound.
R-Controlled Vowel
a vowel followed by the letter r where the “r” doesn’t make its normal short or long sound
Consonant Blend
two or more consonants that blend together when decoded, but each retains its own sound
Sight word instruction
the approach taken when teaching high frequency, often irregular words to early readers
Consonant Diagraphs
two consonants that make a single consonant sound when together in a word
Short Vowel
the sound that most often corresponds to a vowel when the vowel occurs individually between consonants
Vowel Digraph
two vowels that make a single vowel sound when together in a word, also known as “vowel teams”
Fry Word List
the 100 most frequently occurring words in the English language; often used for sight word instruction
Diphthong
one vowel sound made by the combination of two vowel sounds
Phonics / Graph phonemic Principle
Using the relationship between symbols (letters and words) and sounds of a language to read and write
Dolch Word List
the 220 most frequently used words that are considered basic level to the reading of a first or second grader in English
