Praxis II Reading Specialist Practice
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
|
|
||||
|---|---|---|---|---|---|
| show | The smallest unit of meaning in our language.
🗑
|
||||
| Phoneme Isolation/separate | show 🗑
|
||||
| Phoneme Identity or detection | show 🗑
|
||||
| Phoneme segmentation | show 🗑
|
||||
| show | The ability to create a new word by adding a phoneme. (example: If I add the sound /s/ to the end of the word tree, what word do I have?)
🗑
|
||||
| Grapheme | show 🗑
|
||||
| Vowel digraphs | show 🗑
|
||||
| show | A segment in a word that contains one vowel sound.
🗑
|
||||
| show | The understanding that spoken words are made up of individual speech sounds.
🗑
|
||||
| Phoneme categorization (part of phoneme identity) | show 🗑
|
||||
| show | Two or more consonants appearing together in a word with each retaining its own sound. (examples: st, pl, br, str)
🗑
|
||||
| show | Controlled text that consists mostly of words that contain phonic elements that are familiar to the students as well as previously taught sight words.
Provides practice for newly acquired phonics knowledge
🗑
|
||||
| Rime | show 🗑
|
||||
| show | Individual speech sounds; there are 44 of these in the English language. (example: cat has three /k/ /a/ /t/; cake has three
/k/ /a/ /k/
🗑
|
||||
| show | The part of the syllable that comes before the vowel (example: In the word hat . . ."h". In words that begin with a vowel sound, no onset is present. (example: In the word "ate" there is only a rime.)
🗑
|
||||
| show | Recognizing that a phoneme can be removed from a spoken word and that part of that word remains. (example: If I take away the sound /b/ in the word brook, what is left?
🗑
|
||||
| show | Blending sounds together to form a word. (example: What is this word? /m/ /a/ /k/
🗑
|
||||
| show | Exchanging a phoneme for one in a spoken word to create a new word. (example: The word is run. Change the /n/ to a /t/
🗑
|
||||
| Alphabetic Principle | show 🗑
|
||||
| Phonics | show 🗑
|
||||
| show | Words that are recognized immediately. These may be phonetically regular (can be decoded or sounded out) OR phonetically irregular (can't be decoded or sounded out). The most commonly used word lists are the Dolch and Frye lists.
🗑
|
||||
| Consonant Digraphs | show 🗑
|
||||
| Vowel Diphthongs | show 🗑
|
||||
| show | Vowel sounds that make the name of the letter; such as in words make, peel, bike, hope, fuse
🗑
|
||||
| Short vowel sounds | show 🗑
|
||||
| show | Vowels followed by "r"; ar, er, ir, or, ur; the sound is completely different from the long or short vowel sound
🗑
|
||||
| Phonological Awareness | show 🗑
|
||||
| Environmental Print | show 🗑
|
||||
| show | Demonstration
shared demonstration
guided practice
independent practice
(I do, we do, you do scaffolded, you do)
🗑
|
||||
| show | Teachers show how to do by initiating, modeling, explaining, thinking aloud
learners- listen and observe
🗑
|
||||
| Shared Demonstration (optimal learning model) | show 🗑
|
||||
| show | teacher-validate, support, scaffold, feedback
learner-practice, application
🗑
|
||||
| Independent Practice (optimal learning model) | show 🗑
|
||||
| Six syllable patterns | show 🗑
|
||||
| CV pattern | show 🗑
|
||||
| CVC pattern | show 🗑
|
||||
| CVVC pattern | show 🗑
|
||||
| show | silent e-long vowel
example-cake
🗑
|
||||
| show | vowel plus r-different sound
example-bird
variant vowel sounds
🗑
|
||||
| C-Le pattern | show 🗑
|
||||
| show | -read alouds
-supported reading
-repeated reading
-performance reading
🗑
|
||||
| Repeated Reading (fluency activity) | show 🗑
|
||||
| show | Reading for an audience
Activity-Readers' Theatre
🗑
|
||||
| Supported Reading (fluency activity) | show 🗑
|
||||
| Read Alouds (fluency activity) | show 🗑
|
||||
| show | -automaticity
-quality
-rate
-comprehension
🗑
|
||||
| comprehension (fluency component) | show 🗑
|
||||
| rate (fluency component) | show 🗑
|
||||
| show | readers ability to use proper intonation or expression, reading with smoothness and phrasing
🗑
|
||||
| automaticity (fluency component) | show 🗑
|
||||
| 4 Fluency Tasks | show 🗑
|
||||
| show | decodable text
🗑
|
||||
| show | knowing the 6-syllable patterns
🗑
|
||||
| show | high frequency word and word patterns
🗑
|
||||
| show | naming and producing letters
🗑
|
||||
| show | can decode words in text accurately with ease, correct phrasing, appropriate intonation and at a reasonably rapid rate to facilitate comprehension
🗑
|
||||
| show | reading with speed, accuracy and proper expression
🗑
|
||||
| Importance of Classroom Libraries | show 🗑
|
||||
| Problems/Misconceptions regarding reading programs | show 🗑
|
||||
| show | science is necessary but insufficient alone
scientific knowledge and professional judgment must work together
art and science must always work together
research determines best practices and teaching approaches
🗑
|
||||
| Scientific Reading Research | show 🗑
|
||||
| show | strongest predictor of reading achievement = quality of student-teacher relationships
bonding is essential, the core of responsive, excellent teaching, can't reach their heads until we reach their hearts
🗑
|
||||
| Language Experience Approach 5 steps | show 🗑
|
||||
| non-fluent readers | show 🗑
|
||||
| show | recognize words automatically
read aloud effortlessly with expression
group words quickly to gain meaning from reading
appropriate reading rate
automatic word analysis skills
adhere to punctuation
🗑
|
||||
| show | increases fluency
improves comprehension & vocabulary
builds motivation
tool to bond with students
builds classroom community
demonstrates good reading
maximize whole class teaching
exposure to good literature
develops listening skills
🗑
|
||||
| show | awareness of:
individual words in a sentence
syllables
individual phonemes
onset-rime segments
ability to detect, isolate, manipulate, blend or segment units of sound within speech flow
🗑
|
||||
| show 🗑
|
|||||
| show | a segment in a word that contains one vowel sound, a beat in a word, one per vowel sound
🗑
|
||||
| show | only has meaning when attached to a word
meaning bearing units of language like prefixes and suffixes
s, ed, er, ly, pre
a grammatical unit that never occurs by itself, but is always attached to some other morpheme.
🗑
|
||||
| Unbound morpheme | show 🗑
|
||||
| show | Motivation
Vocabulary
Background Knowledge
Text structure Knowledge
Critical Thinking
Writing
Word Recognition
Fluency 9rate/prosody)
🗑
|
||||
| Question Answer Relationships 4 parts (QAR) | show 🗑
|
||||
| right There (QAR) | show 🗑
|
||||
| show | make a personal connection to something you have or are experiencing
🗑
|
||||
| Think and Search (QAR) | show 🗑
|
||||
| author and me (QAR) | show 🗑
|
||||
| Reciprocal Teaching 4 parts (RT) | show 🗑
|
||||
| predicting (RT) | show 🗑
|
||||
| clarifying (RT) | show 🗑
|
||||
| questioning (RT) | show 🗑
|
||||
| show | students identify the most important facts of the story
an indication of mastery of the material read
🗑
|
||||
| Reciprocal Teaching Steps | show 🗑
|
||||
| show | 1- assign sts a short passage to read
2-sts write one statement for the "gist" or main idea
3- discuss the passage and gist statements
4-sts write one sentence gist summarizing the class' main idea
5-evaluate gist statements
🗑
|
||||
| Stump the teacher ReQuest-Reciprocal Questioning | show 🗑
|
||||
| Benefits of Read Alouds | show 🗑
|
||||
| (SSR) Sustained Silent Reading | show 🗑
|
||||
| (NRP) National Reading Panel Group members | show 🗑
|
||||
| (NRP) National Reading Panel | show 🗑
|
||||
| show | passed in 2001
deadline-2014
Goal- close the achievement gap between disadvantaged and minority youth and their peers
🗑
|
||||
| (NCLB) No Child Left Behind 4 Provisions | show 🗑
|
||||
| show | -feeds speaking, reading, and writing vocabulary
-feeds reading comprehension
-this can be built through engaging in meaningful conversation
🗑
|
||||
| (ELLs) English Language Learners (sheltered classrooms) | show 🗑
|
||||
| (ELLs) English Language Learners 5-stage instructional process | show 🗑
|
||||
| show | AYP-annual yearly progress
HQ-highly qualified
NCLB-no child left behind
LEP-limited English proficiency
🗑
|
||||
| The Fab Five (areas of reading) | show 🗑
|
||||
| show | Refers to the sound relationship between the orthography (symbols) and phonology (sounds) of a language.
🗑
|
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:
zoegirl98
Popular Standardized Tests sets