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Praxis II 0014 LA
Reading/Language Arts section of Praxis II test 0014
| Question | Answer |
|---|---|
| Four processes/stages essential to reader interpretations | Initial (construction stage), developing (extending stage), reflection/response (extension of reading stage), critical analysis (examining stage) |
| Initial or constructing stage | Stage of reading interpretation that uses prior knowledge |
| Developing/extending stage | Stage of reading interpretation that uses text and background knowledge and uses new information to ask questions |
| Reflection/Response stage or extension of reading stage | Stage of reading interpretation which uses text to reflect personally; reading impacts life |
| Critical Analysis/examining stage | Stage of reading interpretation that reflects on content of literature; judges, relates or evaluates |
| allegory | a narrative in which characters and events represent an idea or truth about life in general |
| essay | used to express opinion |
| parable | a simple, short story often used to explain a moral, belief or spiritual lesson |
| prose | literary work that is in ordinary form and uses the familiar structure of spoken language |
| realism | writing in which the reality of life is shown |
| tragedy | there is a downfall of a hero due to tragic flaw or personal characteristics |
| narratives | stories with a sequence including a beginning, middle and end in which characters are important |
| 5 types of Point of View (POV) | objective, third person, first person, omniscient and limited omniscient |
| Objective POV | story is told through actions and dialogues; the reader must infer characters thoughts and feelings; the narrator is a detached observer |
| third person POV | story is told through an outside voice (the narrator isn't a character) that informs the reader how characters feel |
| first person POV | the narrator is a character in the story; biased because we only hear their POV and this may not be true |
| omniscient POV | narrator is all knowing, knows all of the characters' thoughts and feelings |
| limited omniscient POV | narrator's knowledge is limited to one character's (major or minor) thoughts and feelings |
| antagonist | person or force that works against the hero (protagonist) in the story |
| protagonist | the hero in a story |
| theme | a view of life and how people conduct themselves; the reader must infer this in a narrative |
| tone | the attitude or feeling a piece conveys |
| 8 elements of plot | exposition, inciting force, conflict, rising action, crisis, climax, falling action, resolution |
| exposition | the intro to the story including the setting, tone, characters and initial understanding of the story |
| inciting force | the character or event that incites or triggers the central conflict |
| types of conflict | man v. man, man v. nature, man v. society, man v. self, man v. fate |
| rising action | builds up from the conflict and ends with the climax |
| crisis | when the conflict reaches the turning point; the most intense part of the story; can be before or during the climax |
| climax | point at which the outcome can be predicted; the highest point in the story with the greatest emotion |
| falling action | wraps up the story |
| resolution | the closing of the story |
| Five major types of primary sources | interviews, presentations, surveys, diaries/journals/letters, observation and participation |
| pattern of organization found within fiction | story and plot, theme and meaning, conflict and climax, resolution and epiphany |
| patterns of organization found within poetry | poetic devices, assonance, rhythm, alliteration, metaphor, simile, verses, stanzas, diction |
| patterns of organization found within non-fiction | description and details, main idea and supporting details, compare and contrast, chronological order, cause and effect, process |
| Three components to the acquisition of language | letter knowledge, logographic foundation, alphabetic foundation |
| letter knowledge | giving sounds for an individual letter and writing letters in response to their individual sounds |
| logographic foundation | reading familiar and common words (sight words) |
| alphabetic foundation | reading aloud and having the student write the letter spoken based upon the sound spoken or the letter name uttered |
| Four areas at the core of reading instruction | 1) understanding of psychology and development; 2) understanding of language structure; 3) application of best practices in all aspects of instruction; 4) using reliable, efficient, and validated assessments |
| print concepts | letters have sounds and they form words |
| phonemic awareness | speech is broken into individual sounds; in the English language there are 44 |
| how to obtain print concepts | structure of a book; learning through repeated reading and expose of text/print |
| how to obtain phonemic awareness | exposure to nursery rhymes or common jingles; use of oral language and sound patterns |
| alphabetic principle | letters represent sounds and speech |
| how to obtain alphabetic principle | exposure to text and print |
| word identification | various strategies are used to recognize vocabulary |
| how to obtain word identification | decoding by sound; decoding by comparison to known words; sight words |
| fluency | reading is done with expression, is automatic and flowing (does not require comprehension) |
| how to obtain fluency | practice reading |
| comprehension | critical thinking and processing of content read |
| 6 categories of children's literature | early childhood, tradition, fiction, biography and autobiography, nonfiction and reference, poetry and verse |
| strategies for word recognition | instant recognition, context clues (semantic-meaning, syntactic-word order or symbolic-pictures), word structure clues, analogy clues |
| think and read | a strategy for comprehension in which before reading the reader asks self what is already known, skims text, pauses throughout to take notes or write questions and reads difficult parts out loud. After reading the reader writes or tells about was learned |
| inferential reading | comprehension strategy that draws about prior knowledge |
| story structure recognition | comprehension strategy where recognition of patterns within literature aids the readers' comprehension |
| strategies for comprehension | think and read, inferential reading, annotating text, KWL, metacognition, graphic organizers, QAR, summarizing, story structure recognition |
| orthography | the study of the spelling systems of language. examines how letters are combined to represent sound and form words |
| morphology | the study of the forms of words and examines how words develop |
| semantics | the study of meaning within linguistics. It includes sense, reference, implication, logical form, word meaning, word relations, and structure of meaning. Readers use it to help fluency, comprehension and language acquisition |
| derivational affixation | occurs when affixes are added to root or base words, which modify meaning and function. For example sing (verb) add -er to create singer (noun) |
| digraph | a combination of two letters possessing a single sound "ch" |
| dipthong | two vowels in which the sound begins at the first vowel and moves toward the sound of the second vowel. "ou" in shout |
| grapheme | a letter or letters that represent one phoneme; the smallest meaningful unit within a writing system |
| homonym | occurs when two words that have the same pronunciation and spelling but different meaning (left and left) |
| homophone | 2 words that are spelled differently, pronounced identically but have different meanings (there, their) |
| homograph | words with the same spelling but different meaning and may or may not be pronounced differently (wind and wind) |
| morpheme | the smallest meaningful unit of speech that can no longer be divided ex. in, come, on |
| phoneme | a distinct unit of sound found within a language that helps distinguish utterances from one another. |
| hyperbole | an exaggeration or overstatement |
| idiom | when words are used in a special way that is different than their literal meaning ex. steal ones thunder |
| stages of writing development | scribbling, letter-like symbols, string of letters, beginning sound emergence, consonants represent words, initial, middle and final sounds, transitional phrases, standard spelling |
| stages of writing | prewriting, rough draft, reread, revise, edit, final draft |
| stages of spelling development | 1. precommunicative (scribbles) 2. semipohnic (single letters) 3. phonetic 4. transitional |
Created by:
allie424
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