Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
ELA Praxis 7812
Use Kathleen Jasper and practice tests
| Question | Answer |
|---|---|
| Bound morpheme | A word part that cannot stand alone and must be attached to another word to have meaning (like -ed, -s, or un-) |
| Dipthong | A sound made by gliding from one vowel sound to another in the same syllable (like the oi sound in coin or ou in out) |
| Syntactic cueing system | Readers use sentence structure and grammar to figure out unknown words—asking, “Does this sound right?” |
| Semantic cueing system | Readers use meaning and context to help figure out unknown words—asking, “Does this make sense?” (using pictures to help identify meaning) |
| Phonemic awareness | The ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words |
| Onset and rime | Onset: the beginning consonant sound(s) (e.g., c in cat) Rime: the vowel and remaining sounds (e.g., at in cat) |
| Morphology | The study of word structure and meaning, including how words are formed using morphemes (roots, prefixes, and suffixes) |
| Closed syllable | a syllable that ends in a consonant, causing the vowel to make a short sound (e.g., cat, bed). |
| Receptive vocabulary | Reading. listening |
| Expressive vocabulary | Speaking, writing |
| Word consciousness | An awareness of and interest in words, including their meanings, forms, and uses, and a curiosity about how words work |
| Simple sentences | One independent clause with a subject and a verb and expresses a complete thought (e.g., The dog ran.) |
| Complex sentences | two or more independent clauses joined by a coordinating conjunction (for, and, nor, but, or, yet, so) or a semicolon (e.g., I studied; and I passed.) |
| A teacher is helping students understand the writing process and the organization of ideas within an essay. What should be her instructional focus? | Revision |
| Which of the following is the benefit of using document-sharing software instead of using word-processing software? | Document-sharing software allows the several students to collaborate on a piece of writing in real time |
| Which two of the following would be most effective for fourth-grade students who are working on an expository essay in social studies about the Great Depression? | Writing workshops where students can peer-review each other's papers Self-evaluation checklist that outlines proper expository writing practices |
| Print awareness | Students understand that written words communicate a message (words separated by spaces, direction, etc.) |
| Environmental print | Appears in every day life (logos, labels, street signs, etc.) |
| Directionality | Reading from left to right, top to bottom |
| Layout | Front and back of books |
| Differentiation | words vs. pictures and letters vs. words |
| Phonology | Understanding and using the sounds in spoken language, like hearing and saying sounds correctly |
| Vocabulary (semantics) | Knowing the meanings of words and how to use them when speaking and listening |
| Morphology | Understanding how word parts (like prefixes, suffixes, and roots) change a word’s meaning |
| Grammar (syntax) | The structure of language and words |
| Pragmatics | Using language appropriately in different social situations |
| Discourse (dialogue) | Focuses on speaking and listening skills in language. |
| Phonics | Understanding the relationship between sounds and the spelling patterns (graphemes) |
| Phonological awareness | Encompasses many skills (umbrella term) including; onsets, rimes, manipulation of oral language, syllables, etc. |
| Etymology | Study of origins of words and how they changed over time |
| Cueing systems | Allow students to use their background knowledge (schema) and apply that to understanding words |
| Graphic organizer | A visual and graphic display that depicts the relationships between facts, terms, and ideas within text |
| KWL chart | Activates or builds prior knowledge |
| Venn diagram | Used to compare and contrast characters, content, or events within text |
| Mind maps | Diagrams to visually organize ideas and concepts |
| Conjunctions | FANBOYS (for, and, nor, but, or, yet, so) |
| A teacher is helping students understand the writing process and the organization of ideas within an essay. What should be her instructional focus? | Revision |
| Which TWO of the following would be most effective for fourth-grade students who are working on an expository essay in social studies about the Great Depression? | Writing workshops where students can peer-review each other's papers. Self-evaluation checklist that outlines proper expository writing practices |
| Which of the following sets of words has identical rime? (follow the onset consonant) chair and stain stream and step play and pay past and pest | play and pay |
| Descriptive (text structure) | Focuses on creating a vivid picture of a person, place, or thing using sensory details, adjectives, and specific examples |
| Adjective | A word that describes/modifies a noun or pronoun by adding detail to its qualities |
| Chronological (text structure) | Organizes information by time, presenting events, steps, or ideas in the order they happened, from start to finish, using signal words like "first," "next," "then," "after," and specific dates/times |
| Cause and effect (text structure) | Organizes information by time, presenting events, steps, or ideas in the order they happened, from start to finish, using signal words like "first," "next," "then," "after," and specific dates/times |
| Compare and contrast (test structure) | Highlights similarities (compare) and differences (contrast) between two or more subjects |
| Simile (figurative language) | Makes a direct comparison between two different things, using the words "like" or "as" |
| Personification (figurative language) | Gives human qualities, emotions, or actions (like talking, dancing, or feeling) to inanimate objects, animals, or abstract ideas |
| Metaphor (figurative language) | Directly compares two unlike things by stating one is the other, without using "like" or "as," |
| Hyperbole (figurative language) | A figure of speech that uses extreme, intentional exaggeration to create emphasis, add humor, or make a strong impression |
| Repetition (literary device) | The intentional reuse of words, phrases, or sounds to create emphasis, rhythm, unity, or emotional impact, making key ideas memorable and building style or tone |
| Alliteration (literary device) | A literary device in which the same consonant sound is repeated at the beginning of adjacent or nearby words |
| Onomatopoeia (literary device) | A literary device where words imitate the natural sounds they describe |
| Expository essay | Explains, describes, or defines a topic using facts, evidence, and logical structure, aiming to inform the reader objectively without personal opinion or bias |
| A sixth grade language arts teacher emphasized the importance of the revision stage of writing because she wants students to understand that final drafts result from writing/rewriting. The teacher should emphasize: | Fixing structure and content |
| Conjunctive adverb | A word (like however, therefore, moreover) or phrase (like as a result) that connects two independent clauses or sentences, acting as a transition to show the logical relationship between the ideas |
| Analogy | A comparison between two things, typically for the purpose of explanation or clarification |
| When writing a story, a student spells the words “phone,” “boat,” and “click” as “fon,” “bot,” and “clik.” Which of the following hypotheses about the student is supported by this pattern of errors? | The student believes that each sound is represented by only one letter (The student has identified the correct sounds and has written them in the correct order, but the student makes errors in using only one letter where a blend or digraph is required). |
| A teacher is evaluating the following student writing sample: I weur mitns. I ware my hat. I waer my glovs. I were mi boys. The writing sample contains evidence of which of the following? | The student understands that words are separated by spaces. The student understands that words move from left to right. |
| Which three of the following words are phonetically regular? Beach Said Come Pine Stand | Beach, pine, and stand |
| A teacher has a student read the following sentence aloud. "I like to go to the movies with my family." The student says, “I like to go to the moving with my family.” The student is most likely relying on which cuing system while reading? | Graphophonemic |
| A grammatical error is present in which of the following sentences? "Do you know whose car this is?" "The cat lost it's toy mouse" "Your the person I was talking about" | "The cat lost it’s toy mouse" and "Your the person I was talking about" |
| Which of the following sentences shows a comma being used after an introductory phrase? | During the recital, many children were restless. |
Created by:
Haleigh14