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Praxis 5001 > Praxis 5002 (ELA) > Flashcards

Praxis 5002 (ELA) Flashcards

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1
Q

Phonemic Awareness

A

understanding individual sounds (mostly auditory)

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2
Q

Phonological Awareness

A

The use of both Phonemic Awareness and Phonics

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3
Q

Phonics

A

understanding the relationship between sounds and spelling patterns (i.e. blending)

The ability to map certain sounds in words based on written letters (/ch/)

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4
Q

Syllables

A

units of pronunciation having one vowel sound (can be with or without consonants)

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5
Q

Onsets

A

the beginning consonant/consonant cluster

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6
Q

Rime

A

The vowel and consonants following an onset

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7
Q

Morphology

A

the study of words and their forms

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8
Q

Morphemes

A

the smallest units of meaning in words (firehouse = fire + house)

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9
Q

Spelling Conventions

A

the rules that English words follow

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10
Q

Sight Words

A

words that do not follow english language rules and cannot be sounded out (should be memorized)

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11
Q

Decodable Words

A

words that can be sounded out and follow letter-sound correspondence and spelling conventions

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12
Q

Roots

A

the parts of words, without affixes, that provide the basic meaning of the word

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13
Q

Affixes

A

the parts of a word that are added to the beginning (prefix) or end (suffix) of a word

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14
Q

Compound words

A

two words put together to make one

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15
Q

WIDA

A

World-class Instructional Design and Assessment - organization that supports multilingual students and creates standards and assessments to help with the instruction of ELLs

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16
Q

WIDA’s 5 components

A

1 - Guiding principles of Language Development
2 - Developmentally Appropriate Academic Language in Sociocultural Contexts
3- Performance Definitions
4 - Can Do Descriptors
5 - Standards Matrices

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17
Q

WIDA 6 Stages

A

1 - Entering
2 - Beginning
3 - Developing
4 - Expanding
5- Bridging
6 - Reaching

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18
Q

WIDA Stage 1

A

Entering
- pictorial or graphic representation
- one step directions or commands with visual support

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19
Q

WIDA Stage 2

A

Beginning
- phrases or short sentences
- grammatical errors impede meaning

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20
Q

WIDA Stage 3

A

Developing
- general and some specific language
- expanded sentences
- grammatical errors impede communication but not meaning

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21
Q

WIDA Stage 4

A

Expanding
- specific and some technical language
- varying sentence lengths and complexity
- minimal grammatical errors

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22
Q

WIDA Stage 5

A

Bridging
- technical language
- variety of sentence length and complexity
- approaching comparability to English proficient peers

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23
Q

WIDA Stage 6

A

Reaching
- specialized or technical language reflective of grade level
- linguistic complexity as required by grade level
- English comparable to proficient English peers

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24
Q

Linguistic Complexity

A

the quantity and variety of language used by ELLs at the discourse level and refers to how ELLs express their ideas and understand interactions

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25
Q

Language Usage

A

refers to type and use of structures, phrases, and words

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26
Q

B.F. Skinner

A

Provided one of the earliest explanations of language acquisition. Based on environmental factors or influences. Positive reinforcement

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27
Q

Noam Chomsky

A

“Father of Modern Linguistics”
All humans share the same underlying linguistic structure irrespective of sociocultural difference

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28
Q

Closed Syllable

A

syllable with a single vowel followed by one or more consonants

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29
Q

Open Syllable

A

Syllable that ends with a single vowel and the vowel is usually long

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30
Q

Syntactic

A

refers to the structure of the sentence

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31
Q

Semantic

A

Refers to the meaning of the sentence

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32
Q

Fluency

A

reading without having to stop and decode

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33
Q

Prosody

A

reading with expression while correctly using words and pronuciations

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34
Q

Teaching strategies to increase and monitor fluency

A
  • Choral reading
  • repeated reading
  • running records
  • miscue analysis

are all….

35
Q

Comprehension

A

students begin to form images in their mind (they read fluently with prosody, automaticity, and accuracy)

36
Q

Critical Thinking

A

when students can apply certain concepts to their reading and extract meaning from text

37
Q

Metacognition

A

thinking about thinking

38
Q

Strategies for Metacognition

A
  • predicting (ask what students think will happen next)
  • questioning (students ask questions)
  • read aloud/think aloud (stop to think aloud about what the text means)
  • summarizing (ask students to summarize in their own words)

are all strategies for…

39
Q

Cognitive Endurance

A

When students read through large sections of text and build meaning from that text

40
Q

Sequencing

A

Understanding how a series of events occur in a specific and logical order (allows students to recognize patterns and predict what happens next)

41
Q

Plot Structure allows

A

allows students to visualize the key features of stories that help the student unfold important parts of the story or plot

42
Q

Text Structure includes

A
  • chronological
  • cause and effect
  • problems/solution
43
Q

Meter

A

the stressed and unstressed syllabic pattern in verse or within the line of a poem

44
Q

Narrative Poetry

A

tells a story (usually written in metered verse)

45
Q

Fixed verse poetry

A

has a set formulation the poem follows

46
Q

Epic poetry

A

long narrative that focuses on trials and tribulations of a hero who represents the cultural values of a race/nation/religious group

47
Q

Haiku

A

Japanese poem consisting of 3 lines and 17 syllables
line 1 - 5 syllables
line 2 - 7 syllables
line 3 - 5 syllables

48
Q

Which poem is useful when teaching syllables?

A

Haikus are useful when teaching…

49
Q

Limerick

A

a humorous verse of 3 long lines and 2 short lines rhyming aabba

50
Q

Which poem is useful when teaching rhythm and rhyme?

A

Limericks are useful when teaching….

51
Q

Sonnet

A

a poem of 14 lines - typically with 10 syllable per line

52
Q

Text Features can include…

A
  • heading
  • glossary
  • index
  • graphs/charts
  • sidebar
  • hyperlink
    can all be categorized as…
53
Q

First Person POV

A

story written with the narrator’s own perspective

54
Q

Second Person POV

A

story written in the reader’s perspective (you is used)

55
Q

Third Person Limited Omniscient POV

A

Narrator tells story form the viewpoint of one character - including their thought and feelings

56
Q

Third Person Omniscient POV

A

Narrator has unlimited knowledge and can tell every character’s thought and feelings

57
Q

POV Common Core Standard

A

students must compare and contrast the POV from which different stories are narrated

58
Q

Qualitative measures of text complexity

A

comes in the form of anecdotal responses - ex. teachers notices students struggling as they read so intervenes with different text or targeted interventions

59
Q

Quantitative measures of text complexity

A

teachers look over reading levels, words per min, etc.

60
Q

Text-leveling systems

A

allows teachers to implement strategies to meet the needs of students. Identifying the different levels in the classroom allows the teacher to drive instruction, focus on areas of improvement and enrich student’s individual needs

61
Q

Fable

A

a short story that conveys a moral, typically with animals as the characters

62
Q

Legend

A

a narrative that features human actions that take place within human history and demonstrate human values

63
Q

Fantasy

A

stories set in an imaginary universe, where locations, events, or people are not from the real world

64
Q

Purpose of using multicultural literature

A

this type of literature allows students to see themselves in the literature

65
Q

4 main modes of writing

A
  • opinion/argumentative
  • informative/ explanatory
  • descriptive
  • narrative
66
Q

3 elements that shape the content in writing

A
  • tone
  • purpose
  • audience
67
Q

Stages of writing process (7)

A

1- pre-writing
2- drafting
3- peer review
4- revising
5- editing
6- rewriting
7- publishing

68
Q

Developmental stages of writing

A
  • preliterate
  • emergent
  • transitional
  • fluent
69
Q

Preliterate stage of writing

A

drawing/scribbling

70
Q

Emergent stage of writing

A

mock handwriting (looks like cursive)
mock letters
holds pencil correctly

71
Q

Transitional stage of writing

A

Conventional lettering but invented spelling

72
Q

Adjective

A

describes a noun

73
Q

adverb

A

describes a verb

74
Q

preposition

A

shows relationship between nouns and pronouns (at/on/of/over)

75
Q

interjection

A

word or phrase that expresses emotion (wow/whoa/jeez)

76
Q

Conjunction

A

joins two words or phrases and shows connection (but/yet/so)

77
Q

Subjective pronouns

A

occur in the subject of the sentence (i/he/she/they/we)

78
Q

Objective pronouns

A

Occur in the predicate of the sentence (me/him/her/them/us)

79
Q

Possessive Pronouns

A

shows possession in the sentence (mine/my/his/her/hers/our/theirs)

80
Q

Compound sentence

A

two independent clauses and a coordinating junction

81
Q

Complex sentence

A

independent clause and dependent clause

82
Q

Compound-complex sentence

A

2 independent clauses and one dependent clause

83
Q

dialect

A

variation of a language that is characteristic of the users language (region/culture)

84
Q

register

A

variation of a language that is determined by use - a situation or context (church vs street talk)

Praxis 5001 (4 decks)

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