praxis II ILA sections
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
|
|
||||
|---|---|---|---|---|---|
| prewriting | brainstorming,clustering, outlining, webbing
🗑
|
||||
| brainstorming | one or more persons generating ideas to on topic
🗑
|
||||
| writing process | prewriting, drafting, revising, editing, publishing
🗑
|
||||
| clustering | grouping of similar things
🗑
|
||||
| outline | general description covering main points - General to specific
🗑
|
||||
| webbing | graphic organizing build connections with similar word or ideas
🗑
|
||||
| drafting | draw up preliminary wriitng
🗑
|
||||
| revising | praise-question,-polish, restructuring, deleting, adding info, conferencing
🗑
|
||||
| revising | restructuring make basic changes
🗑
|
||||
| editing | spell check, peer conferencing, teacher conferencing,
🗑
|
||||
| publishing | anthologies, author's chair
🗑
|
||||
| anthologies | collection of literary pieces, such as poems, short stories or plays
🗑
|
||||
| author's chair | final step in writing process, author shares with audience - time to receive positive feedback from peers
🗑
|
||||
| Stages of development | invented spelling, prefix, suffix, misformed letters, spacing, motor control, punctuation
🗑
|
||||
| invented spelling | student invents way word is spelled by sounds they hear when said
🗑
|
||||
| misformed letter, spacing, and motor control | age appropriate mistakes with handwriting
🗑
|
||||
| punctuation | marks and signs in wring to separate words into sentences, clauses and phrases to clarify meaning
🗑
|
||||
| memorization | learning tool - sight words, high frequency words, spelling patterns, letter patterns and cluster sounds
🗑
|
||||
| instruction | must adjust to meet students needs
🗑
|
||||
| reteach, enrichment, extentions | ways to show effective implementation, planning, and organizing
🗑
|
||||
| feedback, cooperative groups, modeling, flex skill group | strategies to motivate students and encourage success
🗑
|
||||
| feedback | return of info about result of activity, evaluate
🗑
|
||||
| cooperative groups | cooperate with others
🗑
|
||||
| modeling | serve as example
🗑
|
||||
| flex skill groups | influence or persuasion, responsive to change, adaptable
🗑
|
||||
| basal reader | textbook compiled to teach people, especially young, to read
🗑
|
||||
| children's literature | fiction, novel, short story, fairy take, poetry, nonfiction, biography, news article
🗑
|
||||
| fiction | fake, imaginative story
🗑
|
||||
| novel | fictional prose narrative , having plot and characters
🗑
|
||||
| short story | short piece of prose fictions, few characters
🗑
|
||||
| fairy take | fanciful take
🗑
|
||||
| poetry | literature written in meter: verse
🗑
|
||||
| nonfiction | literature works of true
🗑
|
||||
| biography | account of person's life written by another
🗑
|
||||
| news article | article reporting news
🗑
|
||||
| technology | electronic or digital products and systems - computer, video, audio
🗑
|
||||
| pre-reading | word recognition , k-w-l, structural analysis, semantics, syntax, phonics, scanning
🗑
|
||||
| K-W-L | what we know, what we want to know, and what we've learned
🗑
|
||||
| structural analysis | dissect something by analyzing the structure of components
🗑
|
||||
| semantics | meaning or interpretation of word, sentence or other language form
🗑
|
||||
| syntax | study of rules where the words or other elements of sentence are combined to form grammatical sentences.
🗑
|
||||
| phonics | method of teaching reading and spelling based on letter sounds
🗑
|
||||
| reading | vocab development, control, comprehension, syllabification, read aloud, decode, word recognition
🗑
|
||||
| vocabulary development | building words to add to our vocabulary of 10,000 words
🗑
|
||||
| control | exercise authoritative or influence over
🗑
|
||||
| comprehension | grasping meaning of; understanding
🗑
|
||||
| syllabification | forming or dividing words into syllables
🗑
|
||||
| decode | extract underlying meaning
🗑
|
||||
| word recognition | awareness that word has been seen before
🗑
|
||||
| graphic organizers | visual representation of knowledge, concepts, or ideas
🗑
|
||||
| graphic organizers | Use this to help learner boredom, enhance recall, provide motivation, create interest, clarify info, organize thoughts, promote understanding
🗑
|
||||
| graphic organizers | storyboards, fishbone, cause effect web, concept mapping, sequence organizers, compare contrast, story web, venn diagrams, etc.
🗑
|
||||
| Post reading | concept vocabulary, writing/journal, reactions, comprehension, interpretations, rewriting, synonym, antonym, homophone, phonics
🗑
|
||||
| concept vocabulary | word meaning decided by a general idea or inferred from instances in text
🗑
|
||||
| reactions | response to stimulus
🗑
|
||||
| interpretation | your view and explanation of material
🗑
|
||||
| homophone | night and knight - sound same different meaning
🗑
|
||||
| phonemic awareness | listeners able to distinguish phonemes cat is c a t
🗑
|
||||
| phonemes | small units of sound cat is c a t
🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
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
Created by:
amjshock
Popular Standardized Tests sets