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Praxis 5002- English Language Arts > Foundational Skills > Flashcards

Foundational Skills Flashcards

(65 cards)

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1
Q

phoneme-grapheme correspondence

A

understanding that a written symbol or letter represents a sound. also called letter-sound correspondence

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2
Q

print awareness

A

the understanding that written words communicate a message and that words are separated by spaces, text is written in a particular direction, and sentences have distinguishing features, like capitalization and punctuation.

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3
Q

alphabetic principle

A

the idea that letters and letter patterns represent the sounds of spoken language.

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4
Q

environmental print

A

the print of everyday life. for example, signs, labels, logos.

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5
Q

directionality

A

reading from left to right and top to bottom

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6
Q

layout

A

front and back of books

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7
Q

differentiation

A

words are different from pictures and letters are different from words.

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8
Q

5 early signs of print awareness

A
  1. the child holds a book correctly
  2. the child understands that books are read left to right, top to bottom, and front to back.
  3. the child pretends to write by scribbling
  4. the child points to a story and asks you to read it
  5. the child picks up a familiar book and reads it aloud.
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9
Q

Phases of the Alphabetic Principle

A
  1. Pre-alphabetic phase
  2. Partial-alphabetic phase
  3. Full-alphabetic phase
  4. Consolidated-alphabetic phase
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10
Q

Pre-Alphabetic Phase

A

students read words by memorizing visual features or guessing words from context

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11
Q

Partial-Alphabetic Phase

A

students recognize some letters and can use them to remember words by sight

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12
Q

Full-Alphabetic Phase

A

readers possess extensive working knowledge of the graphophonemic system, and they can use this knowledge to analyze the connections between graphemes and phonemes in words.

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13
Q

Consolidated-Alphabetic Phase

A

students can consolidate their knowledge of grapheme-phoneme blends into larger units that recur in different words

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14
Q

recursive phonics instruction

A

involves lessons built on those previously taught, and students will have to draw and recall from previous skills

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15
Q

decoding

A

sounding out words while reading

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16
Q

encoding

A

the process of hearing a word and spelling it based on sounds and phonics

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17
Q

fluency

A

moving through the text accurately without having to stop to decode

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18
Q

comprehension

A

reading fluently and understanding the text by forming pictures in the brain, predicting, and asking questions

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19
Q

examples of grapheme types

A

-single letters (b, d, f)
-doublets (ff, ll, ss)
-digraphs (th, sh, ch)
-trigraphs (tch, dge)
-diphthong (oi, ow)
-consonant blends (scr, cl, lk)
-silent letter combinations (kn, wr, mb)
-combination qu
-vowel teams (ea, oo, oa)
-schwa sound
-/zh/ sound

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20
Q

examples of consonant-vowel patterns

A

-CVC (bat, bed, cap)
-CVCe (make, take, like)
-CCVC (trap, chop, swim)
-CVCC (tack, hunt, fast)

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21
Q

the six syllable types

A
  1. closed (cat, bat, clock)
  2. open (go, no, fly)
  3. vowel-consonant-silent e (bike, skate, poke)
  4. vowel teams (eat, say, paw)
  5. r-controlled (car, her, bird)
  6. consonant-le (table, rabble, mantle)
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22
Q

etymology

A

the study of the origins of words and how they have changed over time

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23
Q

prefix

A

additions to the beginnings of root words (un-, ir-, non-)

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24
Q

compound words

A

two words put together (baseball, sidewalk, cowboy)

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25
root words
the basic part of a words. stands alone in meaning and usually comes from latin. for example, the root word in unbelievable is believe.
26
affixes
additional elements placed at the beginning or end of a root, stem, or word, or in the body of a word to change its meaning
27
suffixes
additions to the end of root words to form a new word with another meaning. (-ed, -ing, -able)
28
high frequency or sight words
words that show up in text frequently. students should memorize these words because it helps them save their cognitive endurance for more difficult reading tasks.
29
the stages of second language learning
1. pre-production 2. early production 3. speech emergence 4. intermediate fluency 5. advanced fluency
30
Pre-Production Stage
the first stage of second language acquisition commonly known as the silent period students are listening and deciphering vocabulary. they may have receptive vocabulary, but they are not speaking yet.
31
Early Production Stage
the second stage of second language acquisition students at this stage understand about 1000 words in the new language. students begin to form short phrases that are grammatically incorrect. this phase can last up to six months.
32
Speech Emergence Stage
the third stage of second language acquisition at this stage, students will start to communicate with simple phrases and sentences. students understand up to 3000 words during this stage. students also begin to develop comprehension in the new language.
33
Intermediate Fluency Stage
the fourth stage of second language acquisition during this stage, students have a robust vocabulary in the new language-- 6000 words or more. students begin to communicate effectively in their writing and speech
34
Advanced Fluency Stage
the fifth and final stage of second language acquisition at this stage, students are proficient and have comprehension and critical thinking in the second language. it can take 4-10 years for students to achieve academic proficiency in a second language.
35
pedagogy
the act of teaching
36
Phonemic Awareness
the ability to split words into individual sounds or phonemes, which is crucial for spelling and sounding out words
37
Rhyme Awareness
the ability to identify and produce rhyming words
38
Syllable Awareness
the capacity to split words into their syllable components
39
Onset-Rime Awareness
recognizing and manipulating the onset (initial sound) and the rime (the remaining part of a syllable) in a syllable
40
Phonological Awareness
an overarching skill that includes many smaller skills including identifying and manipulating units of oral language, parts of words, syllables, onsets, and rimes
41
Phonemic Awareness Continuum
six main levels of phonemic awareness. 1. phoneme isolation 2. blending 3. segmenting 4. addition 5. deletion 6. substitution
42
phoneme isolation
when students hear and separate out individual sounds in words for example, isolating the /b/ sound in the word bat. the first level of the phonemic awareness continuum.
43
blending
when students can combine sounds in a word for example, the three sounds in cat- /c/ /a/ /t/ the second level of the phonemic awareness continuum.
44
addition
when students can manipulate a word by adding a sound that is not originally in the word. for example, start with the word pay and add an /l/ sound after the /p/ sound, and the word becomes play. the fourth level of the phonemic awareness continuum.
45
deletion
when students manipulate the word by deleting sounds to make a new word. for example, start with the word play and delete the /l/ sound, and the word becomes pay. the fifth level of the phonemic awareness continuum.
46
substitution
students not only have to identify the sounds and locate them in the word, but they also must switch them with other sounds. for example, start with the word moth and switch the /o/ sound to /a/, and the word becomes math. the highest level of the phonemic awareness continuum.
47
Phonological Awareness Continuum
six main levels of phonological awareness. 1. rhyme 2. alliteration 3. sentence segmentation 4. syllable segmentation 5. onset and rime blending and segmenting 6. phoneme manipulation
48
rhyme
when students can match ending sounds in words as in bat, hat, cat. the first level of the phonological awareness continuum.
49
alliteration (phonological awareness)
when students can identify and produce words with the same initial sound as in sat, see, silly. the second level of the phonological awareness continuum.
50
sentence segmentation
when students can blend and segment sentences into words. for example: He / went / to / the / beach. the third level of the phonological awareness continuum.
51
syllable segmentation
when students can blend and segment syllables of spoken words as in hap-py, de-light, sum-mer. the fourth level of the phonological awareness continuum
52
onset and rime blending and segmenting
when students can blend or segment the initial consonant or consonant cluster and the vowel and consonant sounds following the onset as in tr- -ack, b- -at, sl- -eep the fifth level of the phonological awareness continuum
53
phoneme manipulation
when students can manipulate sounds in words. includes several skills- adding and deleting larger sounds in words, substitute phonemes to make new words the highest level of phonological awareness
54
phonological processing
when students use phonemes to process spoken and written language
55
phonological working memory
involves storing phoneme information in temporary short-term memory.
56
phonological retrieval
the ability to recall the phonemes associated with specific graphemes (letters), which can be assessed by rapid naming tasks.
57
phonology
encompasses the organization of sounds in language
58
morphology
the study of the smallest units of meaning in words
59
grammar
the structure of language and words (syntax)
60
pragmatics
the social cues or norms in language
61
discourse
focuses on speaking and listening skills in language
62
prosody
timing, phrasing, emphasis, and intonation that readers use to help convey aspects of meaning and make their speech lively
63
automaticity
effortless word recognition that comes with repeated reading practice
64
accuracy
the number of words a student reads correctly
65
rate
the speed at which students read words correctly. typically expressed in correct words per minute (wpm).

Praxis 5002- English Language Arts (5 decks)

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