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Praxis 5031 > Praxis 5031, Language Arts > Flashcards

Praxis 5031, Language Arts Flashcards

To Prepare for the PRAXIS 5031: Elementary Education, Multiple Subjects Test (Language Arts Portion)

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1
Q

What is Phonemic Awareness?

A

Hearing individual sounds in SPOKEN words

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2
Q

Children’s understanding of what they read is deepeded and cemented when they can __________ about it.

A

write

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3
Q

Encoding words into print is also known as…

A

Spelling

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4
Q

Name the 7 Characteristics of a Highly Effective Reading Teacher

A
  1. Understand how children learn oral language and how children learn to read.
  2. Are excellent classroom managers.
  3. Begin reading instruction by first assessing what students already know and can do.
  4. Know how to adapt instruction to meet the needs of diverse learners.
  5. Teach the essential components of reading using evidence-based instructional practices.
  6. Model and encourage reading and writing applications throughout the day.
  7. Partner with other teachers, parents, and community members to ensure children’s learning.
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5
Q

Expressive Language

A

Requires the sender of a message to encode or to put his or her thoughts into symbolic systems (verbal and visual) of the language.

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6
Q

Receptive Language

A

Requires the receiver of a message to decode or unlock the code of the language symbols systems used by the sender in order to construct meaning.

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7
Q

Alphabetic Language (orthographic system)

A

a language in which the sounds of spoken or oral language and the symbols or print found in written language relate to one another in more or less predictable ways. i.e. “buh = /b/ (symbols represent sounds)

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8
Q

Logographic system

A

represents entire concepts or events (phrases) with pictures.

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9
Q

Structure of Language #1

Phonology

A

Refers to the study of the sound structures of oral language and includes both understanding and producting speech.

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10
Q

Structure of Language #2

Orthography

A

refers to patterns linking letters (graphemes) to sounds (phonemes) in spoken language to produce conventional word spellings.

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11
Q

graphemes

A

Printed or visual symbol that represents a phoneme. (Letters)

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12
Q

phonemes

A

sounds

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13
Q

Structure of Language #3

Morphology

A

refers to the study of word structure

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14
Q

Structure of Language #4

Syntax

A

refers to the rule system of ow words are combined into larger language structures, especially sentences. i.e. grammar

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15
Q

Structure of Language #5

Semantics

A

Connecting ones background experiences , knowledge, interests, attitudes, and perspectives with spoken or written language to comprehend the meaning of that language.

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16
Q

Structure of Language #6

Etymology

A

The study of how word meanings and language meanings change over time in popular culture.

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17
Q

Structure of Language #7

Pragmatics

A

the study of how language is used by people in societies to satisfy their need to communicate.

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18
Q

Behaviorists

A

Believe that oral language is learned through conditioning and shaping, processes that involve a stimulus and a reward and punishment.

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19
Q

Innatists

A

Believe that language learning is natural or “in-born” for human beings. (Major Figure: Chompsky)

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20
Q

Constructivists

A

Believe that language development is built over time and linked to overall thinking ability or cognitive development. (Major Figure: Piaget)

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21
Q

Social Interactionists

A

Assume that oral language development is greatly influenced by physical, social, and linguistic factors found in the child’s immediate environment. (Major Figure: Vygotsky; Zone of Proximal Development)

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22
Q

Factors of Good Classroom Management

A
  • Allocate classroom space for multiple uses.
  • Supply and arrange classroom materials.
  • Clearly communicate classroom expectations and rules within a positive classroom climate.
  • Employ effective instructional practices.
  • Effectively train students in classroom routines and procedures.
  • Establish and predictable and familiar daily classroom schedule.
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23
Q

Types of Assessments

A
  • screening
  • progress monitoring
  • diagnosis
  • outcome
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24
Q

Differentiated Instruction

A

instruction that is responsive to the specific needs of every child based on ongoing assessment findings.

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25
Q

Curriculum essentials of evidence based instruction

A
  • oral language development
  • concepts of prinnted language
  • Letter name knowledge and production
  • sight word recognition
  • phonemic awareness
  • phonics
  • fluency
  • vocabulary
  • comprehension
  • writing/spelling
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26
Q

5 Pillars of evidence based Instruction

A
  1. Teacher Knowledge
  2. Classroom Assessment (before, during and after instruction)
  3. Effective Practice
  4. Differentiated Instruction for Diverse student needs.
  5. Family/Community Connections
    * 80% of what students learn is done outside of school.
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27
Q

Effective Teachers DO:

A

a) Use highly motivating and effective teaching strategies.
b) Build strong affective relationships with their students.
c) Create a feeling of excitement about what they are teaching.
d) Adjust instruction to meet the individual needs of students.
e) Create rich classroom environments to support teaching.
f) Have strong organization and management skills.

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28
Q

Oral Language

A

spoken form of communication Foundation to all literacy learning

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29
Q

Phonology; 2 features

A

Sounds in speech

  1. Prosodic Features
  2. Articulatory Features
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30
Q

Prosodic Features

A

“Speaking with Expression”

  1. Intonation- how a voice rises or falls
  2. Stress- speech intensity (loudness or softness)
  3. Juncture- time between words
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31
Q

Articulatory Features

A

Individual Speech sounds, syllables, and words:

  1. rime- the vowel sound and every other sound that follows the vowel sound in a spoken word.
  2. onset- all sounds in a spoken syllable that come before the vowel sound.
  3. phoneme- smallest unit of sound in a spoken word. (wake= /w/ /a/ /k/)
  4. Phonemic Awareness- student’s knowledge of phonemes.
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32
Q

Orthography, simple definition

A

Connecting letters and sounds

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33
Q

Is the English grapheme-phoneme relationship more or less predictable than other langauges?

A

Less predictable. English breaks it’s own rules, so its more unpredictable and harder for second language learners to learn.

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34
Q

alphabetic principle

A

knowing tht speech sounds and letters link to one another.

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35
Q

phonics

A

when students are able to grasp the relationships between letters and sounds.

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36
Q

grapheme-phoneme correspondence

A

spoken sounds represented by letters

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37
Q

Morphology “The building blocks of meaning in words”

A

refers to the study of word structures that create meaning.

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38
Q

morpheme

A

smallest unit of meaning

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39
Q

free morpheme

A

a word that stands alone and has meaning. ex. “ball”

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40
Q

bound morpheme

A

meaningful unit of language that must be connected to another morpheme (affixes- “bio” or “ed”)

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41
Q

inflected morphemes

A

words with an added suffix or meaningful word ending. (ed, s, ing, est)

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42
Q

Derivational morphemes

A

adding a letter to or changing letters within a word to change the part of speech they refer to. (Rust to Rusty, noun to adj.)

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43
Q

Compound morphemes

A

compound words

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44
Q

Syntax and Grammar (simple definition)

A

“The Rule Book of Grammar”

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45
Q

grammar

A

rule system for describing the structure or organization of a language.

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46
Q

Semantics (simple definition)

A

Connecting Past Experiences to Reading

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47
Q

Schema Theory

A

connecting new learning with previously known information or concepts. (schemata=plural)

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48
Q

Pragmatics (simple definition) 3 kinds

A

Using langauge to get what we need.

  1. ideational
  2. interpersonal
  3. textual
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49
Q

dialect

A

speech variations (vary i different regions or ethnic groups)

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50
Q

Piaget’s Cognitive Stages (Constructivist View)

A
  1. 0-2 years: Preverbal (sensorimotor)
  2. 2-7 years: Vocabulary and true language (pre-operational)
  3. 7-11 years: Logical and Socialized Speech (concrete operational)
  4. 11+ years: Abstract reasoning and symbolism (formal operations)
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51
Q

Preverbal Stage Behavior

A

crying or babbling moving to imitation and repetition of phonemes (usually consonants)

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52
Q

Preoperational Stage Behavior (Egocentric)

A

identify things with one word phrases called “holophrases” to communicate a complex set of needs or ideas. Use Telegraphic speech

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53
Q

Holophrases

A

one word phrases to convey meaning

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54
Q

telegraphic speech

A

two word sentences

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55
Q

Concrete Operational Behavior

A

Begin to use symbolic langauge to express concepts (freedom, bravery)

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56
Q

Formal Operations Behavior

A

Can express abstract ideas.

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57
Q

Vygotsky

A

A Social Interactionist, believed that deelopment was influenced by physical, social and linguistic factors. (Nuture)

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58
Q

Zone of Proximal Development

A

The difference between what a child can do alone and what a child can do in collaboration with others. (Hinged on a “expert/learner” interaction)

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59
Q

Piaget

A

Constructivist, believed that learning came in Cognitive stages that were essentially uniform in all children’s development. (Nature)

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60
Q

3 steps to Internalize Language

A
  1. Modeling a skill
  2. Guided practice
  3. Independent practice
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61
Q

scaffolding

A

temporary suppor that helps students construct new oral language (ZPD, Vygotsky)

62
Q

Language Functions

A

real world and classroom based oral language practice.

63
Q

forms of langauge

A
  1. verb tense
  2. parts of speech
  3. sentence structure
64
Q

Language Fluency

A

Varying the ways oral language can be used

65
Q

How to develop Language Fluency (3)

A
  1. Children need to experience a wide range of settings, purposes and tasks for developing fluent oral language.
  2. Need to hear both conversational and academic language.
  3. Participate in instructional conversations: involving teacher-student dialogue instead of lecture.
66
Q

Types of Oral Language Instruction (10)

A
  1. Instrumental (Interviews)
  2. Regulatory (Giving and Following Commands)
  3. Interactional (“phone” calls and small group conversations)
  4. Personal (“About Me”)
  5. Heuristic (Explaining and convincing)
  6. Imaginative (“Let’s Pretend”)
  7. Representational (Instructions and directions)
  8. Divertive (“That’s Funny”)
  9. Authoritative (Now Hear This)
  10. Perpetuating (Remember This)
67
Q

Differentiating Oral Language Instruction (6)

A
  1. Build on students’ prior knowledge of both language and content.
  2. Create meaningful contexts for functional use of language.
  3. Provide comprehensible input and model forms of language in a variety of ways connected to meaning.
  4. Provide a range of opportunities for practice and application so as to develop fluency.
  5. Establish a positive and supportive environment for practice, with clear goals and immediate corrective feedback.
  6. Reflect on forms of language and the process of learning.
68
Q

Dialogic Reading

A

Picture book reading (Child dialogues with parent/teacher about story based on pictures) **Highly effective with EL learners or students with illiterate parents.

69
Q

Emergent Literacy

A

implies that children are becoming literate beginning form birthd and continue to develop as literate beings throughout life.

70
Q

5 Essentials of Early Reading Instruction

A
  1. Phonemic Awareness
  2. Alphabetics
  3. Fluency
  4. Vocabulary
  5. Comprehension
71
Q

EL Learners: What is the most important indicator of their learning success?

A

An EL students’ vocabulary knowledge is the most important component of oral language proficiency relating to academic achievement.

72
Q

Auditory Blending

A

orally putting individual sounds together to say a whole word.

73
Q

phonological sequencing

A

refers to the sequence of sounds in a word

74
Q

Auditory Discrimination

A

the ability to distinguish differences and similarities between individual sounds or words.

75
Q

sight word

A

a word that is immediately recognized a sa whole and does not require analysis for identification. Taught as a whole word.

76
Q

word families

A

words saring the same rime and different onsets: may, pay, ray, say…

77
Q

Analogy Based Phonics Instruction

A
  • variation on onset/rime instruction
  • In AB phonics instruction, students use their knowledge of word families (-ight, -at, -op) to identify new words that contain the same word part. (Making words)
78
Q

working with rimes or word families promotes reading by…

A

allowing students to analyze a particular pattern in a word and identify that pattern in other words they know. **gives students real purpose in reading and writing. Gain sense of power and motivation as readers and writers.

79
Q

Morphological analysis

A

deals with units, such as prefixes, within words that carry meaning.

80
Q

Semantic relationship

A

refer to the relationship in meaning between words.

81
Q

syntactic structure

A

deals with grammatical aspects of a sentence and the way word order creates meaning.

82
Q

decode

A

to apply knowledge of letter-sound relationships in order to pronounce words “sounding it out”

83
Q

Phonemic Awareness

A

The ability to identify and manipulate large units of oral language- words, syllables, onsets, rimes, and phonemes.

84
Q

Word Analysis:Using a process of comparing new words with words students already know to give them a method for determinging meaning. GIVE AN EXAMPLE. (prefix)

A

students deterine meaning of a prefix through a student generated list of words

85
Q

Repeated readings and easy reading materials increase…

A

sight vocabulary, fluency, and accuracy of oral reading.

86
Q

Phonetic Stage

A

students at the phonetic stage begin to write words with beginning and end sounds (no vowels)

87
Q

Phonemic Awareness leads to invented spelling in young learners. What are the benefits of invented speling?

A

Invented spelling:

  1. Helps children learn to spell
  2. Helps Children learn to use phonics as a way of analyzing words.
  3. Learn to the purpose of writing is to communicate.
88
Q

Stages of Writing (4)

A
  1. Random Letter
  2. Simple Phonetic
  3. Single Letters represent combinations of consonants.
  4. Recognize there are letter patters to represent single sounds.
89
Q

The strategy Word Exploration helps…

A

develop or activate the students’ knowledge-schema about a topic in order to help them in constructing meaning and retaining information as they learn about the topic.

90
Q

Bloom’s Taxonomy (3 Domains)

A
  1. Cognitive (knowledge)
  2. Affective (emotions)
  3. Psychomoter (skills/physical)
91
Q

Cognitive Domain (6)

A
  1. Knowledge: Recall data or information
  2. Comprehension: Understand the meaning, trasnlation, interpolation, and interpretaion of instructions and problems. State a problem in one’s own words.
  3. Application:Use a concept in a new situation or unpromted use of an abstraction. Applies to what was learned in the classroom into novel situations in the workplace.
  4. Analysis: Seperates materials or concepts into component parts so that it’s organizational structure may be understood. Distinguishes between facts and inferences.
  5. Synthesis: Builds a structure or pattern from diverse elements. Puts parts together to form a whole, with emphasis on creating new meaning or structure.
  6. Evaluation: Make judgments about the value of ideas or materials.
92
Q

Cognitive Domain: Knowledge

A

Recall data or information

93
Q

Cognitive Domain: Comprehension

A

Understand the meaning, trasnlation, interpolation, and interpretaion of instructions and problems. State a problem in one’s own words.

94
Q

Cognitive Domain: Application

A

Use a concept in a new situation or unpromted use of an abstraction. Applies to what was learned in the classroom into novel situations in the workplace.

95
Q

Cognitive Domain: Analysis

A

Seperates materials or concepts into component parts so that it’s organizational structure may be understood. Distinguishes between facts and inferences.

96
Q

Cognitive Domain: Synthesis

A

Builds a structure or pattern from diverse elements. Puts parts together to form a whole, with emphasis on creating new meaning or structure.

97
Q

Cognitive Domain: Evaluation

A

Make judgments about the value of ideas or materials.

98
Q

Inferential Reading Comprehension

A

refers to answering “search and find” questions. Requires “reading between the lines”

99
Q

Explicit instruction in comprehension strategies improves students’ literacy development. Name 5 such strategies.

A
  1. predicting
  2. previewing
  3. monitoring comprehension while reading
  4. generating questions
  5. summarizing
100
Q

Objective point of view

A

With the objective point of view, the writer tells what happens without stating more than can be inferred from the story’s action and dialogue. The narrator never discloses anything about what the characters think or feel, remaining a detached observer.

101
Q

Third Person Limited Point of View

A

Third-person limited is written using the pronouns “he” and “she,” with the story being told alternately from different characters’ points of view. The writer can switch from one character’s point of view to another’s, but the writer must limit observations, thoughts and experiences to those of the character narrating the story at that point in the book.

102
Q

First Person Point of View

A

First-person point of view is written as if the author is the main character. The author uses “I” when describing events, and is limited to writing about observations, experiences and feelings the main character can describe firsthand. First-person narrative brings the reader into the main character’s mind, heart and experiences on a personal level. It also limits how much storytelling or description is allowed, since everything has to be described as it is seen or experienced by that one character. The writer cannot tell us what other characters are thinking or what other characters experience, except as observations by the main character.

103
Q

Omniscient Point of View

A

A narrator who knows everything about all the characters is all knowing, or omniscient. aka “The God Voice”

104
Q

Limited Omniscient Points of View

A

A narrator whose knowledge is limited to one character, either major or minor, has a limited omniscient point of view.

105
Q

Second Person Point of View

A

Very rare in literature, this point of view treats the reader as the main character in the story. Other characters refer to the reader as “you.” Descriptions are based on what you would see if you were in that situation. This narrative voice is generally reserved for explanatory articles and how-to books, but adventurous writers will occasionally pen a short story or novel in the second person.

106
Q

anthropomorphic

A

having human qualities

107
Q

Subjective narration

A

from someone’s point of view

108
Q

Realistic Fiction

A

imaginitive writing that accurately reflects life as it has been lived in the past or could be lived today.

109
Q

Autobiography

A

a person’s story of their own life told in first person narrative.

110
Q

internal conflict

A

a struggle between opposing forces in the mind of a single character.

111
Q

Nursery Rhymes

A

verses traditionally told or sung to small children. They are characterized by a lively and slightly unpredictable meter, regular rhyme schemes, playful and “nonsense” situations, and nonsense words.

112
Q

Research shows that children learn words more quickly and remember words longer when they are…

A

embedded in meaningful contexts

113
Q

Hyperbole

A

an extravagant exaggeratoin used for emphasis or effect.

114
Q

Simile

A

is a figure of speech that directly compares two different things, usually by employing the words “like” or “as”

115
Q

idiom

A

is a rendition of a combination of words that have a figurative meaning seperate from the literal meaning.
ex. “She’s just pulling my leg”

116
Q

metaphor

A

is a figure of speech that describes a subject by asserting that it is, on some point of comparison, the same as another otherwise unrelated object.

117
Q

allegory

A

a device in which characters or events in a story, poem, or picture represent or symbolize ideas and concepts.

118
Q

subject pronouns

A

I, he, she, we, etc.

119
Q

object pronouns

A

me, him, her, us, etc.

120
Q

split infinitive

A

an infinitive verb form with an element, usually an adverb, interposed between “to” and the verb form.
ex. “to kindly stay”

121
Q

Prepositional phrase

A

Prepositional phrases have a preposition as the central element of the phrase, i.e. as the head of the phrase. The remaining part of the phrase, usually a noun (phrase) or pronoun, is sometimes called the prepositional complement.

a. *She is at his desk.
b. Ryan could hear her across the room.
c. David walked down the ramp .
d. They walked to their school.
e. Philip ate in the kitchen.

122
Q

adverb

A 
a word that changes or qualifies the meaning of a verb, adjective, word or phrase. They are typically used to answer questions. 
ex. She was walking slowly. (slowly)
The kids are playing together (together)
You are quite right (quite)
She spoke quite loudly (quite, loudly)
**most adverbs end in -ly
123
Q

Present Perfect Tense

A

a grammatical combination of the present tense and the perfect aspect, used to express a past event that has present consequences.
ex. “i have eaten”
Sue has left.
*Combines present form of “have” with past participle.

124
Q

Past Perfect Tense

A

a grammatical combination of the past tense and the perfect aspect.
ex. I had eaten.
Sue had left.

125
Q

ambiguous

A

a word or phrase is considered ambiguous if it can reasonably be interpreted in more than one way.

126
Q

Simple Sentence (Independent clause)

A

contains a subject and a verb and it expresses a complete thought.
a. Some students/like to study in the morning.
b. Juan and Arturo/play football every afternoon.
c. Alicia/goes to the library and studies every day.
B: contains a compound subject
C: contains a compound verb

127
Q

Compound Sentence

A

contains 2 independent clauses joined by a coordinator (for, and, nor, but, or, yet, and so).

a. I/tried to speak Spanish, and my friend tried to speak English.
b. Alejandro/played football, so Maria went shopping.

128
Q

Complex sentence

A

has an independent clause joined by one or more dependent clauses by a subordinator (because, since, after, although, or when) OR a relative pronoun such as that, who, or which.

a. When he handed in his homework, he forgot to give the teacher the last page.
b. The teacher returned the homework after she noticed the error.
c. The students are studying because they have a test tomorrow.
d. After they finished studying, Juan and Maria went to the movies.
e. Juan and Maria went to the movies after they finished studying.
* *When a complex sentence begins with a subordinator (A &D) a comma is required at the end of the dependent clause.

129
Q

Adjective Clauses/Complex Sentences.

A

sentences containing adjective clauses are also complex because they contain and independent clause and a dependent clause.

a. The woman who called my mom sells cosmetics.
b. The book that Jonathan read is on the shelf.
c. The house in which Abraham Lincoln was born is still standing.
d. The town where I grew up is in the United States.

130
Q

Adjective Clause

A

a dependent clause that modifies a noun.
ex. The children are going to visit the museum. They are on the bus.
The children who are on the bus are going to visit the museum. (or “that are on the bus”/ “on the bus”)

131
Q

affix

A

a syllable or group of syllables that when added to a bse word or a word root alters the meaning.

132
Q

configuration

A

refers to the arrangement of parts or elements

133
Q

contextual clues

A

hints an author provides throughout a passage to define words.

134
Q

phonemic Analysis

A

refers to the process of segmenting words

135
Q

structural analysis

A

the study of meaningful word parts such as roots, prefixes, and suffixes.

136
Q

homophones

A

words that sound alike but have different meanings and spellings.

137
Q

informational texts are

A

a type of nonfiction designed to communicate factual information, not advance a narrative. Includes: lists, demonstrations of cause and effect, and comparison and contrast.
Visual features: charts, graphs, and diagrams.

138
Q

Expository Writing

A

a genre that informs, explains, dexcribes, or defines the author’s topic to the reader.

139
Q

revision

A

stage in writing where students improve the content of their writing. *Clarify and refine their writing by adding, deleting, substituting, and rearranging material.

140
Q

Mapping

A
  • Central idea placed in dominant position
  • Used in both prewriting and revision
  • helps distinguish between primary, secondary, and tertiary ideas.
141
Q

Active Verb

A

EX. The professor teaches the students.

142
Q

Passive Verb

A

EX. The students are taught by the professor.

143
Q

Weak Verb

A

adds -ed in forming past and past participle

ex. to paint –>painted, I have painted

144
Q

testimonial

A

endorsements by a public figure

145
Q

bandwagon

A

a claim that a product is desireable because it is being used by many people.

146
Q

glittering generalities

A

use of poetic sounding language and attractive but vague words.

147
Q

card stacking

A

presenting only positive information about a product and omitting negative information.

148
Q

ELL learning must be…

A

context rich! students need large amounts of meaning-focused practice of the new language in addititon to appropriate form-focused instruction.

149
Q

3 Best reading activities for ELL learners are…

A
  1. choral readings
  2. read alouds
  3. story retellings
150
Q

The KEY to language learning is…

A

social interaction!!

Praxis 5031 (1 decks)

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