Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

PRAXIS 5302 > Curriculum And Instruction > Flashcards

Curriculum And Instruction Flashcards

You may prefer our related Brainscape-certified flashcards:
Praxis (5004) - Elem. Ed: Social Studies flashcards Praxis (5005) - Elem. Ed: Science flashcards Praxis (5236) - Biology flashcards Praxis (5081) - Social Studies (Content Knowledge) flashcards Praxis (5905) - Elem. Ed: Three Subject Bundle Science flashcards Praxis (5904) - Elem. Ed: Three Subject Bundle - Social Studies flashcards Praxis (7005) - Elem. Ed: Science flashcards Praxis (7004) - Elem. Ed: Social Studies flashcards
1
Q

What is self-directed learning?

A

Environment where students are given a sense of agency that enhances self-motivation, feelings of ownership and responsibility for their own learning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Lecturer

A

Teacher role in student learning where the teacher delivers direct instruction to students

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Facilitators

A

Teacher role in student learning teachers guide students in learning while offering support, scaffolding and assistance when necessary. Effective in active and open, ended learning situations where students explore practice and engage in creative problem solving

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Active learners

A

Students participate and interact throughout the learning process

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Group participants

A

Students build upon one another’s skills, abilities, and experiences to solve problems, explore new information and understand new perspectives to enhance overall learning experience

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Howard Gardener’s Theory of Multiple Intelligences

A

Every student learns differently and has unique needs; visual spatial, linguistic, musical, naturalistic, interpersonal, intrapersonal, logical-mathematical, bodily-kinesthetic

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Visual / Spatial

A

Prefer visual representations, able to visualize with the mind’s eye, excels in activities incorporating drawing, building, creative expression, and manipulatives

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Logical-Mathematical Learners

A

Prefer activities that require order, analysis, and problem-solving using logical reasoning. Excels in solving math equations, conducting science experiments, puzzles and analyzing data

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Verbal-Linguistic

A

Prefers learning through reading, writing, speaking and listening. Skilled in acquiring foreign languages. Excels in activities that incorporate discussion, debate, oral presentations and written assignments

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Bodily-Kinesthetic Learners

A

Prefer hands-on learning experiences that involve movement and physical and interaction with the learning environment. Excels in activities that involve sports, dance, building, and hands-on projects

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Interpersonal Learners

A

Prefers learning opportunities that involve communicating and collaborating with others. Excels in partner, small group, and whole-group learning activities.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Intrapersonal Learners

A

Prefer to learn and work independently. Usually possess a strong sense of self-awareness. Excels in activities that allow for independent, self-paced learning and self-reflection

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Musical Learners

A

Learn best when music is incorporated into instruction. Prefers using songs, mnemonic devices and rhythms to learn concepts and retain information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Naturalistic Learners

A

Learns best when opportunities to connect with nature are incorporated into instruction. Prefer activities such as nature walks, identifying and classifying elements of nature and working outside

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Characteristics of Auditory Learners

A

Easily gather and process information through listening; enjoy speaking may participate frequently in class discussion; read alouds, discussions, lectures, audio books benefit these learners

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Characteristics of Visual Learners

A

Easily gather and process information by observing; benefit from seeing written words, photographs, models or any visual presentation of information; provide graphic organizers, use real life pictures and objects to teach new concepts

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Characteristics of tactile learners

A

Prefer learning through physical touch; benefit from frequent opportunities to feel and manipulate items during instruction; trace cards, textured materials, letter tiles

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Characteristics of Kinesthetic Learners

A

Learn best by doing; benefit from watching people model how to do things and being given opportunities to do things themselves and opportunities to be active within the classroom; incorporating active ways for students to learn and practice new concepts like a science experiment or human number lines

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Rapid word identification

A

The quick, effortless and accurate recognition of individual words when reading; use phonics skills and semantic and syntactic clues to automatically read words

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

High-Frequency Sight Words

A

Most commonly appearing words found in print

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Onset

A

Composed of the initial consonants or consonant blends in syllables

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Rimes

A

Consist of the vowels and remaining consonants that follow

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Phonemic awareness

A

Most advanced phonological awareness skill; focused on the ability to identify and manipulate sounds at the phoneme level only

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Phonemes

A

The smallest unit of speech

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Phoneme Isolation

A

The ability to identify specific phonemes in spoken word; identifying beginning, middle, and end sounds

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Phonological Awareness

A

Refers to the ability to identify and manipulate sounds in spoken language; identifying and manipulating sounds at the word, syllable or phoneme level

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Phoneme Identification

A

Identifying common sound in a list of words that have either the same beginning, middle, or ending sound

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Phoneme Characterization

A

Students are given a set of words in which all but one have the same beginning, middle, or end phoneme and they must identify the word that doesn’t belong

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Blending

A

More complex skill; students are given the phonemes that make up a word in isolation then identify the whole word formed by putting the phonemes together

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Segmentation

A

Students are given a whole word and must identify the individual phonemes that make up the word

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Phoneme Deletion

A

Involves removing one phoneme from a word and identifying what new word was formed

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Phoneme Substitution

A

Involves changing one phoneme in a word and identifying what new word was formed

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Elkonin Boxes

A

Tool used to teach phoneme blending and segmentation, a series of connected boxes on paper each box represents one sound in a word

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

Phonics

A

The relationship between letters and the sounds they make

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

Encoding

A

When students use knowledge of letter-sound relationships to write words

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

Fluency

A

Reading accurately with appropriate speed and intonation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

Decoding

A

The process of translating print to speech which is done by translating graphemes into phonemes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

Graphemes

A

Letters or groups of letters that represent a single sound

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

Closed Syllables

A

End in a consent and usually have a short vowel

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

Open Syllables

A

End in a vowel and usually have a long vowel sound

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

R-Controlled Vowel Syllables

A

1 vowel letter followed by the consonant r, the r changes the sound the vowel makes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

Vowel Digraph Pairs

A

Two or more vowel letters next to each other in a word that make one vowel sound

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

Vowel-Consonant Silent-e Syllables

A

One vowel letter followed by a consonant and a final silent e; usually has a long vowel sound

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

Consonant-le Syllables

A

One consonant followed by -le at the end of a consonant

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

Consonant blend

A

Group of two or three consonants that blend together to make a sound, but each individual letter sound is still heard

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

Consonant Digraph

A

Group of two consonants that form a new consonant sound when combined

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

Explicit Instruction

A

Lessons are purposely planned to address specific skills rather than waiting until problems arise

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

Systematic Instruction

A

The lessons follow a carefully planned scope and sequence with phonics lesson progressing from basic to advanced

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

Implicit Instruction

A

Progresses from whole unknown words encountered in text to part breaking down the words in order to decode them

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
50
Q

Alphabetic principle

A

Each letter makes a predictable sound

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
51
Q

Concepts of print

A

Conventions used to convey meaning in printed text

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
52
Q

Homographs

A

Words that are spelled the same but may be pronounced differently and have different meanings (ex. Bat - baseball bat and the animal)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
53
Q

Compound Words

A

Formed by combining two or more words to form one word with a new, unique meaning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
54
Q

Definition Clue

A

A definition for the unfamiliar word is provided somewhere within the same sentence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
55
Q

Antonym Clue

A

An antonym or contrasting definition of the unfamiliar word is provided somewhere within the same sentence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
56
Q

Synonym Clue

A

A synonym for the unfamiliar word is provided somewhere within the same sentence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
57
Q

Inference Clues

A

The unknown word’s meaning is not explicitly given and the reader must infer it from the context of the sentence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
58
Q

Affixes

A

Letters or groups of letters that are added to root words

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
59
Q

Prefix

A

A letter or group of letters added to the beginning of a root word; it modifies the existing word’s meaning and a new word is formed

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
60
Q

Suffix

A

A letter or group of letters added to the end of a root word; sometimes changes the meaning of the root word and forms a new word; may also change the part of speech of the word

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
61
Q

Derivational Affixes

A

Letters or groups of letters added to root words to change the meanings of the words or parts of speech

62
Q

Inflectional Affixes

A

Do not change the part of speech of a word but they do serve a grammatical function

63
Q

Emergent Reading

A

First stage of reading development; stage in which readers develop pre-reading behaviors and begin understanding concepts of print

64
Q

Early Reading Stage

A

The second stage of reading development; begin to use combination of reading strategies cueing systems to decode and comprehend simple texts

65
Q

Transitional Reading

A

Third stage of reading development; readers use a wide range of reading strategies to support comprehension of more complex texts; rapid word recognition and combined use of strategies allows for increased pace

66
Q

Fluent Reading

A

Fourth and final stage of reading development; readers confidently rad and comprehend a wide range of complex texts independently

67
Q

Characteristics of Emergent Stage of Reading

A

-begin interacting with the text without actually reading
-learn concepts of print like how to hold books, turn pages
-begin to identify capital and lowercase letters
-understand predictable relationships between letters and sounds
-develop phonemic awareness skills like blending, segmenting, and manipulating phonemes

68
Q

Texts Designed for Emergent Readers

A

Pictures or illustrations that strongly support text; limited amount of text on each page; repetitive words and phrases; several high-frequency and easily decodable words; simple sentence structure

69
Q

Characteristics of Early Reading Stage

A

Readers increasingly use strategies to figure out unknown words and make meaning from texts; begin to self-monitor and self-correct; expand their vocabularies; automatic recognition of high-frequency words; continue developing reading comprehension strategies

70
Q

Characteristics of Texts for Early Readers

A

Contain more print than for emergent readers; longer sentences, more sentences per page, more pages per book; complex and varied sentence structure; more complex and content-specific vocabulary; multiple spelling patterns are used

71
Q

Characteristics of Transitional Stage

A

Able to engage in sustained, quiet reading for extended periods of time; able to read and comprehend longer more advanced texts; automatically identify large number of high-frequency words; knowledge of complex spelling patterns; can decode multisyllabic words; increased fluency and reading rates

72
Q

Characteristics of Texts for Transitional Stage

A

Both fiction and nonfiction covering a wide range of genres; beginning chapter and challenging picture books; multiple text structure include features like graphs, charts, photographs, sidebars etc.; challenging and unknown vocabulary words

73
Q

Characteristics of Fluent Stage

A

Read complex texts both quickly and accurately; read with appropriate expression; efficiently use multiple strategies to determine unknown words like cueing systems, context clues and substitutions; comprehend wide range of complex fiction and nonfiction texts; understand content-specific and technical vocabulary words; use high-level thinking skills

74
Q

Characteristics of Texts for Fluent Readers

A

Complex, varied and sometimes abstract; may use flashbacks or weave back and forth while comparing and contrasting two things; fictional texts contain highly developed plots and character development; descriptive and figurative language; multiple themes or layers that require deep analysis

75
Q

Characteristics of Preliterate Stage of Writing Development

A

Scribbling random places that do not proceed in any consistent direction; hold writing utensils with their fists; eventually strings of pretend letter-like symbols are used; no evidence of letter-sound relationships

76
Q

Characteristics of Emergent Stage of Writing Development

A

Begin to form letters correctly; write using all capitals; begin spelling some words correctly; write with left to right directionality; begin using spacing to separate words; begin to use common punctuation marks to split writing into sentence though skill still developing; writing pieces typically short

77
Q

Characteristics of Transitional Stage of Writing Development

A

Begin using a mixture of capital and lower case letters appropriately; correctly use several different punctuation marks; broader vocabulary than emergent stage; automatically spell many high-frequency words; more available energy to focus on writing development; developing story elements and descriptive details; reread and edit their work

78
Q

Characteristics of Fluent Stage of Writing Development

A

Spell most words correctly and use capitalization and punctuation marks conventionally throughout their writing; edit and evaluate their own writing; provide constructive feedback to others; focus more on writing craft like using descriptive language and developing story elements; writing may span several pages; use multiple strategies to plan writing

79
Q

Pre-Phonetic Stage of Spelling Development

A

Students spell using random letters and number strings; no letter sound relationships evident in words

80
Q

Semi-Phonetic Stage of Spelling Development

A

Some letter sound relationships are used to spell words; typically learn to correctly spell beginning and ending sounds in words first followed by medial sounds

81
Q

Phonetic Stage of Spelling Development

A

Some simple words begin to be spelled correctly (CVC); some more complex sounds are accurately represented like some blends and digraphs

82
Q

Transitional (Word Extension Stage) of Spelling Development

A

Learn to use syllable patterns to spell more complex words; most words are spelled correctly in this stage

83
Q

Derivational Constancy Stage of Spelling Development

A

Use knowledge of roots and affixes to spell related words; most or all words in writing pieces are spelled correctly

84
Q

Orthography

A

The conventional spellings of words in a language

85
Q

Alphabet Layer of Orthography

A

Layer of orthography students can explore during word work; refers to letter-sound relationships

86
Q

Pattern Layer of Orthography

A

Layer of orthography students can explore during word work; look for larger patterns that guide the spellings of words

87
Q

Meaning Layer of Orthography

A

Layer of orthography students can explore during work work; explores the relationships between word meanings and spellings

88
Q

Phonetic Spelling

A

Common in the early stages of writing development; students consider what sounds they hear when writing words; use knowledge of phonics rules to select letters or groups of letters to represent those sounds; considered a stepping stone to conventional spelling

89
Q

Stages of First Language Acquisition

A

Cooing stage -> Babbling Stage -> One-Word Stage -> Telegraphic Stage -> Oral Fluency Stage

90
Q

Cooing Stage of Language Development

A

Until about four to six months of age; commonly make vowel sounds which represent their first attempts at oral language

91
Q

Babbling Stage of Oral Language Development

A

Four to six months til one year; commonly make repeated consonant-vowel sounds; begin to show expressive patterns they hear in the language around them; repeat sounds that others respond to and reinforce

92
Q

One-Word Stage of Oral Language Development

A

12 to 24 months of age; begin referring to objects by consistent, one-word names; words may be real or invented; begin to use language to convey meaning to others

93
Q

Telegraphic Stage of Oral Language Development

A

Ages two to three; string together words to convey meaning; words that convey the most meaning in sentences are often included, articles, conjunctions, and other words are omitted

94
Q

Oral Fluency Stage of Writing Development

A

Use more complex sentences and begin using sentence structure and syntax appropriately; use language for a variety of purposes

95
Q

Stages of Second Language Acquisition

A

Preproduction stage -> early production stage -> speech emergence stage -> intermediate proficiency stage -> advanced fluency stage

96
Q

Preproduction Stage of Second Language Acquisition

A

ELL’s are listening and taking in second language; comprehension is minimal; may not yet speak to others in the second language (silent stage); may communicate with gestures or single words

97
Q

Early Production Stage of Second Language Acquisition

A

Comprehension is still limited; begin responding using one or two word answers; vocabulary in second language begins to grow

98
Q

Speech Emergence Stage of Second Language Acquisition

A

Marked by increased comprehension; begin speaking in longer sentences but grammatical errors may be present; vocabulary in second language greatly increases

99
Q

Intermediate Proficiency Stage of Second Language Acquisition

A

Able to comprehend much of what they hear; speaking in more complex sentences that contain fewer grammatical errors; able to fluently communicate with others in second language for a variety of purposes

100
Q

Advanced Fluency Stage of Second Language Acquisition

A

Understand academic vocabulary; need little support to participate actively in the classroom; speak with narrative English fluency

101
Q

Phonological Skills

A

Component of oral language development; skills include ability to recognize and manipulate sounds in spoken words; rhyming and identifying syllables are examples of

102
Q

Syntactic Skills

A

Component of oral language development; understanding grammatical rules and how to correctly arrange words in the sentences; use simple syntax like combining two words to express needs and wants and over time sentence structure becomes more complex

103
Q

Semantic Skills

A

Component of oral language development; ability to understand the meanings of words, phrases, sentences and longer texts; vital for comprehension

104
Q

Morphological Skills

A

Component of oral language development; understanding the meanings of word parts

105
Q

Pragmatics

A

Component of oral language development; understanding the social rues of language; knowing how to adjust the formality of language depending on the audience and knowing how to respond in certain social situations

106
Q

Reading Comprehension

A

Understanding what has been read; involves both taking meaning from the text and creating meaning by integrating the text with prior knowledge

107
Q

Literal Comprehension

A

Understanding the written meaning of a text; basic understanding of the text’s vocabulary, sequence of events, main idea and other features

108
Q

Inferential Comprehension

A

Deeper level of understanding than literal comprehension; requires inferring what the author meant

109
Q

Evaluative Comprehension

A

Deeper level of understanding than literal comprehension and goes further than inferential comprehension; requires readers to make judgements and share opinions about what they have read based upon evidence found in the text and prior knowledge

110
Q

Summarization

A

Refers to providing a concise description of the main idea and key details of a text; helps readers separate important information and vocabulary from unimportant information

111
Q

Denotative meanings

A

The literal meanings of words

112
Q

Connotative Meanings

A

Secondary meanings of words and refer to the positive and negative associations that arise from them

113
Q

Aesthetic Reading

A

Reading for entertainment

114
Q

Efferent Reading

A

Reading for information; readers select nonfiction texts to learn something new

115
Q

Inferences

A

Draw conclusions based on facts, prior knowledge, or text evidence rather than explicit statements

116
Q

Metacognition

A

When readers think about their own thinking; readers are actively engaged while reading and they understand what they have read

117
Q

Compare and Contrast

A

Text evidence and prior knowledge can be used to identify features that are the same and different between two things

118
Q

Facts

A

Statements that can be proven to be true

119
Q

Opinions

A

Statements that cannot be proven true or false; represent people’s judgements or views of something

120
Q

Author’s Craft

A

An author’s style of writing; includes all the choices an author makes when writing a text such as word choice, text structure, point of view, use of literary elements, message, tone, and more

121
Q

Close Reading

A

Reading and analyzing a text in a thoughtful manner to develop a deep understanding of its meaning

122
Q

Synthesis

A

Ability to gather information from multiple sources and combine it to make meaning; requires readers to think critically about which parts of texts hold key information; summarize and put ideas into their own words rather than repeat the texts verbatim

123
Q

Genres of Fiction

A

-realistic
-historical
-mysteries
-fantasies
-science-fiction
-folktales

124
Q

Realistic Fiction

A

Stories about events that could happen in real life

125
Q

Historical Fiction

A

Stories contain realistic characters, settings, and events but they take place in the past often during important times in history

126
Q

Mysteries

A

Contain crimes or puzzling events that the characters must solve

127
Q

Fantasies

A

Contain story elements that are unrealistic such as talking animals or magic

128
Q

Science-Fiction

A

Focus on imagining life with advanced science or technological capabilities and other theorized situations such as existence of extraterrestrial life

129
Q

Folktales

A

Popular stories that are passed down from generation to generation often by word of mouth; fairy tales are one type of

130
Q

Primary Characters

A

Fictional story element; central to the conflicts and resolutions of the stories

131
Q

Secondary Characters

A

Play smaller roles in the plot

132
Q

Settings

A

Fictional story element; both the times in history and the geographical locations where the stories occur

133
Q

Conflicts

A

Fictional story element; usually introduced early in the stories to hook readers and encourage them to continue reading

134
Q

Plots

A

Fictional story element; contain the main events of the stories, when the characters work to resolve problems

135
Q

Solution

A

Fictional story element; contain the resolutions to the problems, which typically occur towards the end of stories

136
Q

Themes

A

Fictional story element; underlying messages the authors are trying to convey to readers

137
Q

Protagonist

A

The main characters in fictional stories that readers can relate to and want to succeed; complex characters with both positive and negative traits

138
Q

Antagonist

A

Characters who stand in the way of protagonists accomplishing their goals

139
Q

Flat Characters

A

Do not change over time; actions and personalities are consistent throughout the stories; aka static characters

140
Q

Dynamic Characters

A

Change over time, usually as a result of experiencing the events in the narrative

141
Q

Verse

A

Single line of poetry

142
Q

Stanza

A

Verses grouped together

143
Q

Rhythm

A

Developed from patterns of stressed and unstressed syllables

144
Q

Meter

A

A poem’s rhythmic structure

145
Q

Rhyme

A

Occurs when words end with the same sounds; often found at the ends of verses

146
Q

Academic Language

A

Language used in textbooks, class discussions, texts, and other school-related situations; includes both vocabulary and syntax that differs from social language

147
Q

Types of Informational Texts

A

Literary nonfiction, expository, persuasive, procedural

148
Q

Literary Nonfiction

A

Contain true information about topics that are presented using structures similar to fictional texts; include clear beginnings and endings; ex. Biographies or memoirs

149
Q

Expository Text

A

Written to explain things using facts; contain headings, tables of contents, glossaries, charts, graphs, and similar features; ex. Science book

150
Q

Persuasive Texts

A

Written to influence readers; contain evidence to support the author’s claims

151
Q

Procedural Texts

A

Provide step-by-step directions for how to complete tasks

PRAXIS 5302 (3 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions