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ELA Praxis > Praxis 7811: ELA > Flashcards

Praxis 7811: ELA Flashcards

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1
Q

Semantics

A

Meaning of individual words. Study of meaning

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2
Q

Connotation

A

Idea or feeling that a word invokes in addition to its literal or primary meaning

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3
Q

Phonology

A

Organization of sounds in language

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4
Q

Denotation

A

Formal definition of a word

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5
Q

Morphology

A

Study of smallest units of meaning in words

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6
Q

Alphabetic Principle

A

Letters and letter patterns represent sounds of spoken language

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7
Q

Conjunction

A

Words that join clauses or phrases (FANBOYS: for, and, nor, but, or, yet, so)

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8
Q

Partial-Alphabetic Principal

A

(2) Students recognize some letters and can use them to remember words by sight

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9
Q

Phonological Awareness

A

Students must see. Identifying and manipulating units of oral language (parts of words, syllables, onsets, rimes)

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10
Q

Objective Pronoun

A

Occurring as the direct object in the predicate of the sentence (me, him, her, them, us, you, whom)

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11
Q

Full-Alphabetic Phase

A

(3) Student attends to every letter in every word

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12
Q

Preposition

A

Word places before a noun/pronoun to form a phrase modifying another word (by, over, under, with, for)

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13
Q

Level 1 of Phonemic Awareness

A

Phoneme Isolation

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14
Q

Level 2 of Phonemic Awareness

A

Blending

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15
Q

Level 3 of Phonemic Awareness

A

Segmenting

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16
Q

Level 4 of Phonemic Awareness

A

Addition (Complex skill)

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17
Q

Level 5 of Phonemic Awareness

A

Deletion (Complex skill)

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18
Q

Level 6 of Phonemic Awareness

A

Substitution (Complex skill)

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19
Q

Level 1 of Phonological Continuum

A

Rhyme

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20
Q

Level 2 of Phonological Continuum

A

Alliteration

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21
Q

Level 3 of Phonological Continuum

A

Sentence segmentation

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22
Q

Level 4 of Phonological Continuum

A

Syllable segmentation

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23
Q

Level 6 of Phonological Continuum

A

Phoneme manipulation

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24
Q

Level 5 of Phonological Continuum

A

Onset/time blending/segmenting

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25
Q

Cueing Systems

A

Use background knowledge to apply to understanding words

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26
Q

Syntactic Cues

A

Structure of the word as in the rules and patterns of language and punctuation

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27
Q

Graphophonic Cues

A

Involve the letter-sound or sound-symbol relationship of language

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28
Q

State 1 of Fluency

A

Accurate, automatic letter naming

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29
Q

State 2 of Fluency

A

Word reading

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30
Q

State 3 of Fluency

A

Reading connected text

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31
Q

State 4 of Fluency

A

Reading complex academic text

32
Q

Phonemic Awareness

A

Understanding the individual sounds (phonemes in words) without seeing the word

33
Q

Tier III Words

A

Low-frequency words Limited to specific domain in specific content area

34
Q

Tier II Words

A

Words occur across contexts
Writing and everyday speech

35
Q

Tier I Words

A

High-frequency words used in everyday speech
Sight words

36
Q

Third-Person Singular Present

A

Adding -s or -es to simple or base form of the verb

37
Q

Rime

A

Vowel and consonant that follow the onset

38
Q

Consolidated- Alphabetic Phase

A

Students consolidate their knowledge of grapheme-phoneme blends into larger units in different words

39
Q

Subjective Pronoun

A

Occurring in the subject of the sentence (I, he, she, they, we, you, who)

40
Q

Simple or Base Form

A

Simple form of verb is the main verb in the present tense (RUN in RUNning)

41
Q

Onset

A

Beginning consonant or consonant cluster

42
Q

Adverb

A

Modifies verbs/adjectives (slowLY, quickLY, well, pleasantLY)

43
Q

Interjection

A

Words that express emotion (wow! oh! yikes!)

44
Q

Discourse

A

Speaking and listening skills

45
Q

Phonics

A

Understanding the relationship between sounds and spelling patterns (graphemes) representing those sounds

46
Q

Rhyming

A

Repetition of sounds in different words

47
Q

Morphemes

A

Smallest unit of meaning in words un(not)believe(trust)able(capable)

48
Q

Substitution

A

When students replace one sound with another in a word

49
Q

Segmentation

A

Breaking a word apart

50
Q

Deletion

A

Omitting sound in a word

51
Q

Miscue Analysis

A

Looking over running record, analyzing why student miscued and employ strategies to help

52
Q

Pre-Alphabetic Phase

A

(1) Students read words by memorizing visuals or guessing words

53
Q

Isolation

A

To separate words parts or to isolate a single sound

54
Q

Blending

A

Ability to string together the sounds that each letter stands for in a word

55
Q

HFW/Sight Words

A

Words that show up in texts frequently

56
Q

Semantic Cues

A

Learners prior knowledge of language

57
Q

Comprehension

A

Students begin to form images in their minds as they read (predict/understand)

58
Q

Prosody

A

Timing, phrasing, emphasis

59
Q

Syntax

A

Word order/sentence structure

60
Q

Reading Vocab

A

Receptive

61
Q

Grammar

A

Structure of language and words

62
Q

Rate

A

Speed at which students read correctly

63
Q

Analysis

A

Several processes in the brain

64
Q

Writing Vocab

A

Expressive

65
Q

Speaking Vocab

A

Expressive

66
Q

Metacognition

A

Thinking about thinking

67
Q

Dependent Clause

A

Contains noun and verb but does not express complete thought

68
Q

Running Record

A

Follow along as students read and mark when student makes mistake or miscues-then count correct WPM student read

69
Q

Choral Reading

A

Read aloud in unison with whole class or group of students

70
Q

Independent Clause

A

Contains a subject and verb and expresses complete thought

71
Q

Repeated Reading

A

Reading passage again and again aiming to read more words correctly per min

72
Q

Etymology

A

Study of origins of words and how they change overtime

73
Q

Fluency

A

Ability to read at appropriate rate with accuracy and proper expression

74
Q

Possessive Pronoun

A

Showing ownership (my, his, her, their, our, your, whose)

75
Q

Accuracy

A

Number of words students read

76
Q

Automaticity

A

Effortless word recognition

77
Q

Listening Vocab

A

Receptive

ELA Praxis (1 decks)

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