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Praxis - Elementary > LA > Flashcards

LA Flashcards

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1
Q

Consonant digraphs

A

two consonant letters that represent only one distinct speech sound (th, sh, ch, wh, gh, ck, ng)

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2
Q

Vowel Digraphs

A

combinations of two vowel letters together in words representing only one distinct speech sound (ee, oo, ie, ai)

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3
Q

Onset

A

defined as all sounds in a spoken syllable that come before the vowel sound. For example, str – /s/-/t/-/r/– in street or /f/ in fit are onsets

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4
Q

Phoneme

A

is the smallest unit of sound in a spoken word

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5
Q

Morpheme

A

smallest unit of meaning in language

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6
Q

Semantics

A

involves connecting one’s background experiences, knowledge, interests, attitudes, and perspectives with spoken or written language to construct meaning

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7
Q

Expressive

A

requires the sender of a message to “encode” or to put his or her thoughts into a symbolic form. Most often takes the form of spoken or written words but may also be represented visually through gestures, art, pictures, video, or dramatization

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8
Q

Letter name knowledge

A

being able to state the name of the letter and not just the sound (saying the alphabet and not the sounds of the letters)

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9
Q

Schema theory

A

the belief that new knowledge is connected to related ideas one already knows

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10
Q

Diphthongs

A

combinations of two vowels together in words producing a single, glided sound (oi in oil, oy in boy)

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11
Q

Phonics

A

grasping the relationships between letters and sounds

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12
Q

Grapheme

A

a printed or visual symbol, usually a letter such as a, r, m, s, or o, that represents a phoneme

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13
Q

Free Morpheme

A

a free morpheme stands along as a word having meaning. Words like ball, peninsula, and chain consist of a single morpheme

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14
Q

Bound Morpheme

A

a bound morpheme must be connected to another morpheme. Examples include –ocracy, -ante, and bio- as well as other prefixes and suffixes like re-, -ed, and –es.

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15
Q

Inflected Morpheme

A

are added suffixes or meaningful word endings, such as –s, -ed, -ing, and –est.

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16
Q

Oral language

A

the spoken form of communication

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17
Q

Receptive

A

requires the receiver of a message to “decode” or unlock the code of the spoken or written communication used by the sender in order to understand the message

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18
Q

Compound word

A

combining two words with separate meanings together for example dog and house = doghouse, note and book = notebook, hair and spray = hairspray

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19
Q

Neuroplasticity

A

when you encounter new language, your brain will often modify your existing knowledge network (schema) to “rewire itself” to accommodate new learning into permanent schema structures

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20
Q

Syntax

A

involves an understanding of how words are combined into larger language structures, especially sentences

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21
Q

Rime

A

defined as the vowel sound and every other sound that follows the vowel sound in a spoken syllable. The spoken words, an, it, a, ok, and I all contain a rime that includes the vowel sound (/a/, /e/, /i/, /o/, /u/) and the other sounds that follow the vowel sound

22
Q

Phonemic awareness

A

Students’ awareness of phonemes

23
Q

Alphabetic principle

A

is a critical insight that young children must achieve in learning to reach and write

24
Q

Weak Syllable Deletion

A

Example – telephone, elephant, banana

Description – kids take out a weak syllable, unstressed syllable

25
Q

Final Consonant Deletion

A

Example – ball, dog

Description – drop off last consonant of a word

26
Q

Substitution

A

Substitute one class of sounds for another

  1. fronting = back sound to front (key to tey, go to do)
  2. stopping = fricative becoming a stop (shoe to toe, sun to ton)
  3. gliding = (kelly to kewy, little to ylittle)
27
Q

Blending

A

Sh, ch, gr, pl, sn, sw

28
Q

Segmenting

A

This involves hearing a word, splitting it up into the phonemes that make it, using knowledge of GPCs to work out which graphemes represent those phonemes and then writing those graphemes down in the right order. This is the basis of spelling.

29
Q

Closed Syllables

A

A syllable in which a single vowel is followed by a consonant. The vowel sound is usually short. (rabbit, camel, ham*ster)

30
Q

Open Syllables

A

A syllable ending with a single vowel. The vowel is usually long. (me, ve*to)

31
Q

CVe Syllables

A

A syllable with the long vowel-consonant-silent e pattern. (shape, cube, slide, be*have)

32
Q

R-Controlled Syllables

A

A syllable in which the vowel(s) is followed by the single letter r. The vowel sound is neither long nor short and when heard, sounds like it is controlled by the r. (chart, fern, pour, target, whisper)

33
Q

Vowel Team Syllables

A

A syllable containing two letters that together make one vowel sound. The vowel sound can be long, short, or a diphthong. (plain, show, heavy, boy, cow, cloudy, boil*ing)

34
Q

Consonant + le Syllables

A

An unaccented final syllable containing a consonant plus –le. (apple, turtle, table, little)

35
Q

Flunecy

A

the ability to speak easily and smoothly – related to reading reading with easy

36
Q

Prosody

A

the patterns of rhythm and sound used in poetry.

37
Q

Accuracy

A

Reading words in text with no errors.

38
Q

Rate

A

The speed at which a person reads.

39
Q

Stages of Developmental Writing

A 
Stage 1: Random Scribbling (ages 2-3)
Stage 2: Controlled Scribbling (age 3)
Stage 3: Mock Writing (ages 3-4)
Stage 4: Writing Letters (ages 4-5)
Stage 5: Writing Words (ages 5-6)
40
Q

Random Scribbling Writing Stage

A

Stage 1. Ages 2-3. Child makes random contact with the paper and exhibits little muscular control

41
Q

Controlled Scribbling Writing Stage

A

Stage 2. Age 3. Pretend writing is produced as child scribbles across paper in a linear fashion. Patterns may be repeated over and over. Shows increased muscular control.

42
Q

Mock Writing Stage

A

Stage 3. Ages 3-4. Writing includes letter-like forms, often arranged in groups and word-like strings. Mock letters may include characteristics of familiar letters but may be misshapen, combined, reversed, or inverted.

43
Q

Writing Letters Writing Stage

A

Stage 4. Ages 4-5. Children name and write recognizable letters, although letters are frequently reversed.

44
Q

Writing Words Writing Stage

A

Stage 5. Ages 5-6. Using invented spelling, children group letters to write many words. Mature writing grip has developed. Children write letters, including lowercased letters, more smoothly and automatically.

45
Q

Qualitative evaluation of the text

A

Levels of meaning, structure, language conventionality and clarity, and knowledge demands

46
Q

Quantitative evaluation of the text

A

Readability measures and other scores of text complexity

47
Q

Matching reader to text and task

A

Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed)

48
Q

Primary Source

A 
A primary source is a document or physical object which was written or created during the time under study. These sources were present during an experience or time period and offer an inside view of a particular event. Some types of primary sources include:
ORIGINAL DOCUMENTS (excerpts or translations acceptable): Diaries, speeches, manuscripts, letters, interviews, news film footage, autobiographies, official records 
CREATIVE WORKS: Poetry, drama, novels, music, art 
RELICS OR ARTIFACTS: Pottery, furniture, clothing, buildings
49
Q

Secondary Source

A

A secondary source interprets and analyzes primary sources. These sources are one or more steps removed from the event. Secondary sources may have pictures, quotes or graphics of primary sources in them. Some types of seconday sources include:
PUBLICATIONS: Textbooks, magazine articles, histories, criticisms, commentaries, encyclopedias
Examples of secondary sources include:
A journal/magazine article which interprets or reviews previous findings
A history textbook
A book about the effects of WWI

50
Q

Paraphrasing

A

To express the meaning of (the writer or speaker or something written or spoken) using different words, especially to achieve greater clarity.

51
Q

Plagiarizing

A

the practice of taking someone else’s work or ideas and passing them off as one’s own.

Praxis - Elementary (4 decks)

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