Praxis 5031, Language Arts Flashcards
To Prepare for the PRAXIS 5031: Elementary Education, Multiple Subjects Test (Language Arts Portion)
1
Q
What is Phonemic Awareness?
A
Hearing individual sounds in SPOKEN words
2
Q
Children’s understanding of what they read is deepeded and cemented when they can __________ about it.
A
write
3
Q
Encoding words into print is also known as…
A
Spelling
4
Q
Name the 7 Characteristics of a Highly Effective Reading Teacher
A
- Understand how children learn oral language and how children learn to read.
- Are excellent classroom managers.
- Begin reading instruction by first assessing what students already know and can do.
- Know how to adapt instruction to meet the needs of diverse learners.
- Teach the essential components of reading using evidence-based instructional practices.
- Model and encourage reading and writing applications throughout the day.
- Partner with other teachers, parents, and community members to ensure children’s learning.
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.
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.
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)
8
Q
Logographic system
A
represents entire concepts or events (phrases) with pictures.
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.
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.
11
Q
graphemes
A
Printed or visual symbol that represents a phoneme. (Letters)
12
Q
phonemes
A
sounds
13
Q
Structure of Language #3
Morphology
A
refers to the study of word structure
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
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.
16
Q
Structure of Language #6
Etymology
A
The study of how word meanings and language meanings change over time in popular culture.
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.
18
Q
Behaviorists
A
Believe that oral language is learned through conditioning and shaping, processes that involve a stimulus and a reward and punishment.
19
Q
Innatists
A
Believe that language learning is natural or “in-born” for human beings. (Major Figure: Chompsky)
20
Q
Constructivists
A
Believe that language development is built over time and linked to overall thinking ability or cognitive development. (Major Figure: Piaget)
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)
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.
23
Q
Types of Assessments
A
- screening
- progress monitoring
- diagnosis
- outcome
24
Q
Differentiated Instruction
A
instruction that is responsive to the specific needs of every child based on ongoing assessment findings.
25
Curriculum essentials of evidence based instruction
- oral language development
- concepts of prinnted language
- Letter name knowledge and production
- sight word recognition
- phonemic awareness
- phonics
- fluency
- vocabulary
- comprehension
- writing/spelling
26
5 Pillars of evidence based Instruction
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.
27
Effective Teachers DO:
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.
28
Oral Language
spoken form of communication *Foundation to all literacy learning*
29
Phonology; 2 features
Sounds in speech
1. Prosodic Features
2. Articulatory Features
30
Prosodic Features
"Speaking with Expression"
1. Intonation- how a voice rises or falls
2. Stress- speech intensity (loudness or softness)
3. Juncture- time between words
31
Articulatory Features
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.
32
Orthography, simple definition
Connecting letters and sounds
33
Is the English grapheme-phoneme relationship more or less predictable than other langauges?
Less predictable. English breaks it's own rules, so its more unpredictable and harder for second language learners to learn.
34
alphabetic principle
knowing tht speech sounds and letters link to one another.
35
phonics
when students are able to grasp the relationships between letters and sounds.
36
grapheme-phoneme correspondence
spoken sounds represented by letters
37
Morphology "The building blocks of meaning in words"
refers to the study of word structures that create meaning.
38
morpheme
smallest unit of meaning
39
free morpheme
a word that stands alone and has meaning. ex. "ball"
40
bound morpheme
meaningful unit of language that must be connected to another morpheme (affixes- "bio" or "ed")
41
inflected morphemes
words with an added suffix or meaningful word ending. (ed, s, ing, est)
42
Derivational morphemes
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.)
43
Compound morphemes
compound words
44
Syntax and Grammar (simple definition)
"The Rule Book of Grammar"
45
grammar
rule system for describing the structure or organization of a language.
46
Semantics (simple definition)
Connecting Past Experiences to Reading
47
Schema Theory
connecting new learning with previously known information or concepts. (schemata=plural)
48
Pragmatics (simple definition) 3 kinds
Using langauge to get what we need.
1. ideational
2. interpersonal
3. textual
49
dialect
speech variations (vary i different regions or ethnic groups)
50
Piaget's Cognitive Stages (Constructivist View)
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)
51
Preverbal Stage Behavior
crying or babbling moving to imitation and repetition of phonemes (usually consonants)
52
Preoperational Stage Behavior (Egocentric)
identify things with one word phrases called "holophrases" to communicate a complex set of needs or ideas. *Use Telegraphic speech*
53
Holophrases
one word phrases to convey meaning
54
telegraphic speech
two word sentences
55
Concrete Operational Behavior
Begin to use symbolic langauge to express concepts (freedom, bravery)
56
Formal Operations Behavior
Can express abstract ideas.
57
Vygotsky
A Social Interactionist, believed that deelopment was influenced by physical, social and linguistic factors. (Nuture)
58
Zone of Proximal Development
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)
59
Piaget
Constructivist, believed that learning came in Cognitive stages that were essentially uniform in all children's development. (Nature)
60
3 steps to Internalize Language
1. Modeling a skill
2. Guided practice
3. Independent practice
61
scaffolding
temporary suppor that helps students construct new oral language (ZPD, Vygotsky)
62
Language Functions
real world and classroom based oral language practice.
63
forms of langauge
1. verb tense
2. parts of speech
3. sentence structure
64
Language Fluency
Varying the ways oral language can be used
65
How to develop Language Fluency (3)
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
Types of Oral Language Instruction (10)
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
Differentiating Oral Language Instruction (6)
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
Dialogic Reading
Picture book reading (Child dialogues with parent/teacher about story based on pictures) **Highly effective with EL learners or students with illiterate parents.
69
Emergent Literacy
implies that children are becoming literate beginning form birthd and continue to develop as literate beings throughout life.
70
5 Essentials of Early Reading Instruction
1. Phonemic Awareness
2. Alphabetics
3. Fluency
4. Vocabulary
5. Comprehension
71
EL Learners: What is the most important indicator of their learning success?
An EL students' vocabulary knowledge is the most important component of oral language proficiency relating to academic achievement.
72
Auditory Blending
orally putting individual sounds together to say a whole word.
73
phonological sequencing
refers to the sequence of sounds in a word
74
Auditory Discrimination
the ability to distinguish differences and similarities between individual sounds or words.
75
sight word
a word that is immediately recognized a sa whole and does not require analysis for identification. Taught as a whole word.
76
word families
words saring the same rime and different onsets: may, pay, ray, say...
77
Analogy Based Phonics Instruction
* 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
working with rimes or word families promotes reading by...
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
Morphological analysis
deals with units, such as prefixes, within words that carry meaning.
80
Semantic relationship
refer to the relationship in meaning between words.
81
syntactic structure
deals with grammatical aspects of a sentence and the way word order creates meaning.
82
decode
to apply knowledge of letter-sound relationships in order to pronounce words "sounding it out"
83
Phonemic Awareness
The ability to identify and manipulate large units of oral language- words, syllables, onsets, rimes, and phonemes.
84
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)
students deterine meaning of a prefix through a student generated list of words
85
Repeated readings and easy reading materials increase...
sight vocabulary, fluency, and accuracy of oral reading.
86
Phonetic Stage
students at the phonetic stage begin to write words with beginning and end sounds (no vowels)
87
Phonemic Awareness leads to invented spelling in young learners. What are the benefits of invented speling?
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
Stages of Writing (4)
1. Random Letter
2. Simple Phonetic
3. Single Letters represent combinations of consonants.
4. Recognize there are letter patters to represent single sounds.
89
The strategy Word Exploration helps...
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
Bloom's Taxonomy (3 Domains)
1. Cognitive (knowledge)
2. Affective (emotions)
3. Psychomoter (skills/physical)
91
Cognitive Domain (6)
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
Cognitive Domain: Knowledge
Recall data or information
93
Cognitive Domain: Comprehension
Understand the meaning, trasnlation, interpolation, and interpretaion of instructions and problems. State a problem in one's own words.
94
Cognitive Domain: 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.
95
Cognitive Domain: Analysis
Seperates materials or concepts into component parts so that it's organizational structure may be understood. Distinguishes between facts and inferences.
96
Cognitive Domain: Synthesis
Builds a structure or pattern from diverse elements. Puts parts together to form a whole, with emphasis on creating new meaning or structure.
97
Cognitive Domain: Evaluation
Make judgments about the value of ideas or materials.
98
Inferential Reading Comprehension
refers to answering "search and find" questions. Requires "reading between the lines"
99
Explicit instruction in comprehension strategies improves students' literacy development. Name 5 such strategies.
1. predicting
2. previewing
3. monitoring comprehension while reading
4. generating questions
5. summarizing
100
Objective point of view
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
Third Person Limited Point of View
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
First Person Point of View
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
Omniscient Point of View
A narrator who knows everything about all the characters is all knowing, or omniscient. aka "The God Voice"
104
Limited Omniscient Points of View
A narrator whose knowledge is limited to one character, either major or minor, has a limited omniscient point of view.
105
Second Person Point of View
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
anthropomorphic
having human qualities
107
Subjective narration
from someone's point of view
108
Realistic Fiction
imaginitive writing that accurately reflects life as it has been lived in the past or could be lived today.
109
Autobiography
a person's story of their own life told in first person narrative.
110
internal conflict
a struggle between opposing forces in the mind of a single character.
111
Nursery Rhymes
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
Research shows that children learn words more quickly and remember words longer when they are...
embedded in meaningful contexts
113
Hyperbole
an extravagant exaggeratoin used for emphasis or effect.
114
Simile
is a figure of speech that directly compares two different things, usually by employing the words "like" or "as"
115
idiom
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
metaphor
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
allegory
a device in which characters or events in a story, poem, or picture represent or symbolize ideas and concepts.
118
subject pronouns
I, he, she, we, etc.
119
object pronouns
me, him, her, us, etc.
120
split infinitive
an infinitive verb form with an element, usually an adverb, interposed between "to" and the verb form.
ex. "to kindly stay"
121
Prepositional phrase
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
adverb
```
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
Present Perfect Tense
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
Past Perfect Tense
a grammatical combination of the past tense and the perfect aspect.
ex. I had eaten.
Sue had left.
125
ambiguous
a word or phrase is considered ambiguous if it can reasonably be interpreted in more than one way.
126
Simple Sentence (Independent clause)
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
Compound Sentence
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
Complex sentence
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
Adjective Clauses/Complex Sentences.
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
Adjective Clause
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
affix
a syllable or group of syllables that when added to a bse word or a word root alters the meaning.
132
configuration
refers to the arrangement of parts or elements
133
contextual clues
hints an author provides throughout a passage to define words.
134
phonemic Analysis
refers to the process of segmenting words
135
structural analysis
the study of meaningful word parts such as roots, prefixes, and suffixes.
136
homophones
words that sound alike but have different meanings and spellings.
137
informational texts are
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
Expository Writing
a genre that informs, explains, dexcribes, or defines the author's topic to the reader.
139
revision
stage in writing where students improve the content of their writing. *Clarify and refine their writing by adding, deleting, substituting, and rearranging material.
140
Mapping
* Central idea placed in dominant position
* Used in both prewriting and revision
* helps distinguish between primary, secondary, and tertiary ideas.
141
Active Verb
EX. The professor teaches the students.
142
Passive Verb
EX. The students are taught by the professor.
143
Weak Verb
adds -ed in forming past and past participle
| ex. to paint -->painted, I have painted
144
testimonial
endorsements by a public figure
145
bandwagon
a claim that a product is desireable because it is being used by many people.
146
glittering generalities
use of poetic sounding language and attractive but vague words.
147
card stacking
presenting only positive information about a product and omitting negative information.
148
ELL learning must be...
context rich! students need large amounts of meaning-focused practice of the new language in addititon to appropriate form-focused instruction.
149
3 Best reading activities for ELL learners are...
1. choral readings
2. read alouds
3. story retellings
150
The KEY to language learning is...
social interaction!!
