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Praxis 5204
| Concrete words | Words most children can recognize by sight |
| Authentic assessment | Assessment activities that reflect the actual workplace, family, community and school curriculum |
| Assonance | repetition of a vowel sound |
| Grapheme | A letter or number of letters that represent a sound |
| 3 components of a balanced reading program | Reading to children, reading with children, reading by children |
| relationship between speech and print | The reader must learn the connections between approximately 44 sounds(phonemes) and the 26 letters of the alphabet. If the child doesn't hear sounds in spoken words, they will have trouble decoding printed words. |
| How do environmental print, pictures and symbols contribute to literacy development? | They help for a bridge between what they know and what they are learning. It shows that letters form together to make words to describe the picture they are seeing. Its another association for the student to draw from |
| What are some strategies for teaching letter recognition? | Matching uppercase and lower case, use sand for letter formation, letter bingo, letter stamps, letter books, flash cards |
| Phonemic awareness | being able to separate spoken word cat into 3 distinct phonemes /k/ /ae/ /t/ |
| Phonics | a method of teaching people to read by correlating sounds with letter or groups of letters in an alphabetic writing system |
| How do Oral Language and Reading skills interrelate | language is the foundation of reading development and is strongly tied to growth in reading and writing. Language is supported through verbal interactions and experiences with others |
| Stages of oral development | 1. cooing 2. babbling 3. one-word 4. telegraphic stage (only content words no conjunctions, articles, prepositions or word endings) 5. beginning of fluency |
| How do environmental influences affect oral language development | children are spoken to and encouraged to respond. As they respond they are rewarded and want to continue. This builds speech which builds language awareness. |
| 4 language systems | phonological, syntactic, semantic, pragmatic |
| Syntactic | related to structure and grammar. The formation of sentences and phrases from words. |
| Semantic | related to meaning- meaning of a word, phrase, sentence or text. |
| Pragmatic | detecting and appreciating motives, tones and situational nuances. these cues are subtle to young readers who are limited in context and varies real world experience. |
| strategies to increase students awareness that print is speech written down | 1. Language experience approach 2. shared writing 3. morning message 4. interactive writing |
| Language experience approach | having teachers write down words dictated by the students. This gives students the opportunity to read their own words which are familiar and meaningful to them. |
| Shared writing | The teacher and students compose text together, both contributing their thoughts and ideas to the process. The teacher acts as the scribe. |
| Interactive writing | Students and teachers write to one another. students choose the topic and length. Teachers respond without correcting or criticizing the spelling, grammar, ect. Instead model correct forms of writing. focus on fluency not accuracy |
| Directionality of print | print moves from left to right, top to bottom and front to back |
| One to one correspondence in relation to concepts of print | match spoken word to the written word. ex tracing with finger as reading |
| Rime | letters that come after the onset or initial consonant sound or blend ex the rime of bag is ag |
| progression of phonics instruction | letter-sound correspondences, blends, digraphs, diphthongs, schwa sound |
| the 6 blends | bl, dr, str, pl, sm, gr |
| 4 consonant digraphs | th, sh, wh, ch |
| 9 vowel digraphs | ea (sea), ee (feet), oa (boat), oo(moon), aw (claw), ow (cow), ew (new), ou (cloud) |
| dipthong | both vowels form one syllable ex a and i in 'rail' or oy in toy |
| Morphemes | a meaningful unit of language that cannot be further divided |
| kwl chart | know, want to know, learned |
| semantic map | organize prior knowledge into formal relations and provide themselves a basis for understanding what they're about to read. |
| 5 components of fluency | accuracy, appropriate pace/rate, automaticity, and prosody |
| prosody | use of pitch, loudness, tempo, and rhythm in speech to convey information about the structure and meaning of an utterance |
| informal assessments of reading fluency | reading inventories miscue analysis pausing indices running records reading speed calculations accuracy and speed of letter recognition |
| frustration level | when a person can no longer comprehend what they are reading |
| 4 systems of language | phonological (sound) syntactic (structural) semantic (meaning) pragmatic (social and cultural) |
| 3 levels of word knowledge | unknown acquainted established |
| reciprocal teaching | using four separate comprehension strategies: summarizing, questioning,clarifying and predicting. |
| What are important life-long learning skills? | ability to ask questions, read with comprehension, use the right resources to answer questions, form hypotheses & take in and evaluate information |
| Within-class ability grouping | grouping those with like abilities, as helping most students learn. It's generally flexible and not as stigmatizing as other groups. If such groups are considered, it's suggested to have two groups, to make management easier. |
| Cooperative learning | instructional strategy in which students are put into heterogeneous groups. It's perhaps one of the best researched innovations in recent times and can have dramatic student achievement effects when implemented properly. |
| Aphasia | loss of speech and language abilities as a result of a head injury or stroke. |
| Provide examples of some pitfalls in monitoring a school's literacy program. | Overworked teachers may feel monitoring something they don't have time for. Support from administration important as well as stressing need for new data collections. |
| How can a lack of congruence between home and school culture be a predictor of student academic achievement? | How can a lack of congruence between home and school culture be a predictor of student academic achievement? |
| How does text structure knowledge contribute to formulation of meaning | when students become aware of the text structure, they will better understand what is being read and will remember it for longer periods. Readers use text knowledge to differentiate btwn narrative & expository reading & will adapt their strategies. |
| Define onset-rime blending | Breaking down word sounds. Onset is everything that comes before the vowel, while rime refers to the vowel and everything that comes after it. Truck= /tr/ & /uck/ Rhyming is blending new onset onto an old rime. Lots of stories with rhyming helps w/ this |
| Define Body-Coda Blending | Vowels are the loudest parts of syllables. Children can break syllables on either side of the loud vowel, with relative ease. Consonants after the vowel are codas. In dream, /dre/ is the body of the syllable and the coda is /m/. |
| Alaphabetic Principle | an assumption which underlies systems of alphabetic writing, in that each speech sound or phoneme of a particular language requires its own distinctive representation graphically |
Created by:
radileonesio