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Praxis 5001 > Praxis 5002 (ELA) > Flashcards

Praxis 5002 (ELA) Flashcards

(84 cards)

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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
Language Usage
refers to type and use of structures, phrases, and words
26
B.F. Skinner
Provided one of the earliest explanations of language acquisition. Based on environmental factors or influences. Positive reinforcement
27
Noam Chomsky
"Father of Modern Linguistics" All humans share the same underlying linguistic structure irrespective of sociocultural difference
28
Closed Syllable
syllable with a single vowel followed by one or more consonants
29
Open Syllable
Syllable that ends with a single vowel and the vowel is usually long
30
Syntactic
refers to the structure of the sentence
31
Semantic
Refers to the meaning of the sentence
32
Fluency
reading without having to stop and decode
33
Prosody
reading with expression while correctly using words and pronuciations
34
Teaching strategies to increase and monitor fluency
- Choral reading - repeated reading - running records - miscue analysis are all....
35
Comprehension
students begin to form images in their mind (they read fluently with prosody, automaticity, and accuracy)
36
Critical Thinking
when students can apply certain concepts to their reading and extract meaning from text
37
Metacognition
thinking about thinking
38
Strategies for Metacognition
- 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
Cognitive Endurance
When students read through large sections of text and build meaning from that text
40
Sequencing
Understanding how a series of events occur in a specific and logical order (allows students to recognize patterns and predict what happens next)
41
Plot Structure allows
allows students to visualize the key features of stories that help the student unfold important parts of the story or plot
42
Text Structure includes
- chronological - cause and effect - problems/solution
43
Meter
the stressed and unstressed syllabic pattern in verse or within the line of a poem
44
Narrative Poetry
tells a story (usually written in metered verse)
45
Fixed verse poetry
has a set formulation the poem follows
46
Epic poetry
long narrative that focuses on trials and tribulations of a hero who represents the cultural values of a race/nation/religious group
47
Haiku
Japanese poem consisting of 3 lines and 17 syllables line 1 - 5 syllables line 2 - 7 syllables line 3 - 5 syllables
48
Which poem is useful when teaching syllables?
Haikus are useful when teaching...
49
Limerick
a humorous verse of 3 long lines and 2 short lines rhyming aabba
50
Which poem is useful when teaching rhythm and rhyme?
Limericks are useful when teaching....
51
Sonnet
a poem of 14 lines - typically with 10 syllable per line
52
Text Features can include...
- heading - glossary - index - graphs/charts - sidebar - hyperlink can all be categorized as...
53
First Person POV
story written with the narrator's own perspective
54
Second Person POV
story written in the reader's perspective (you is used)
55
Third Person Limited Omniscient POV
Narrator tells story form the viewpoint of one character - including their thought and feelings
56
Third Person Omniscient POV
Narrator has unlimited knowledge and can tell every character's thought and feelings
57
POV Common Core Standard
students must compare and contrast the POV from which different stories are narrated
58
Qualitative measures of text complexity
comes in the form of anecdotal responses - ex. teachers notices students struggling as they read so intervenes with different text or targeted interventions
59
Quantitative measures of text complexity
teachers look over reading levels, words per min, etc.
60
Text-leveling systems
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
Fable
a short story that conveys a moral, typically with animals as the characters
62
Legend
a narrative that features human actions that take place within human history and demonstrate human values
63
Fantasy
stories set in an imaginary universe, where locations, events, or people are not from the real world
64
Purpose of using multicultural literature
this type of literature allows students to see themselves in the literature
65
4 main modes of writing
- opinion/argumentative - informative/ explanatory - descriptive - narrative
66
3 elements that shape the content in writing
- tone - purpose - audience
67
Stages of writing process (7)
1- pre-writing 2- drafting 3- peer review 4- revising 5- editing 6- rewriting 7- publishing
68
Developmental stages of writing
- preliterate - emergent - transitional - fluent
69
Preliterate stage of writing
drawing/scribbling
70
Emergent stage of writing
mock handwriting (looks like cursive) mock letters holds pencil correctly
71
Transitional stage of writing
Conventional lettering but invented spelling
72
Adjective
describes a noun
73
adverb
describes a verb
74
preposition
shows relationship between nouns and pronouns (at/on/of/over)
75
interjection
word or phrase that expresses emotion (wow/whoa/jeez)
76
Conjunction
joins two words or phrases and shows connection (but/yet/so)
77
Subjective pronouns
occur in the subject of the sentence (i/he/she/they/we)
78
Objective pronouns
Occur in the predicate of the sentence (me/him/her/them/us)
79
Possessive Pronouns
shows possession in the sentence (mine/my/his/her/hers/our/theirs)
80
Compound sentence
two independent clauses and a coordinating junction
81
Complex sentence
independent clause and dependent clause
82
Compound-complex sentence
2 independent clauses and one dependent clause
83
dialect
variation of a language that is characteristic of the users language (region/culture)
84
register
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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