Praxis II Elementary
Education 5017 |
Curriculum, Instruction &
Assessment | Study
Guide & Exam Prep
|Guaranteed success|
, Terms in this set (102)
Erikson's psychosocial development (first four) Trust vs. Mistrust: Early Childhood (2 to 3 years) Autonomy vs. Shame and
Doubt Preschool (3 to 5 years) Initiative vs. Guilt: School Age (6 to 11 years)
Industry vs. Inferiority: School Age (6 to 11 years)
Misconceptions Invalid concepts that students construct using their experiences, expectations,
beliefs, and emotions.
How to teach concepts of print Example:
Shared book experience
Use pointer (such as button pointer) to point to the text in big books, pocket
charts and any charts you create in your classroom to develop and reinforce
concepts of print.
Strategies to develop students' phonological awareness Finger spelling, clapping syllables, picture sorting
skills
Decoding The ability to apply your knowledge of letter-sound relationships, including
knowledge of letter patterns, to correctly pronounce written words.
The Shared Book Experience Teachers use big books. includes introduction (prereading) ask predictive
questions. read story with dramatic punch and point to text (tracking of print).
Have discussion, reread on subsequent days with the whole group
Concepts of Print Left to right progression (words on the page are read from left to right)
One-to-one correspondence (spoken words match print)
Return sweep (you return to the left after reaching the end of a line of print)
Spaces between words
Top to bottom (words on a page are read from top to bottom)
Beginning and end (where to start and stop reading a word, sentence, or book)
Strategies to develop phonic and word-analysis skills to Morphology, syllabication, word building, wor/letter sorts, high-frequency
support decoding words)
Strategies to develop fluency to support Selecting appropriate text which are at instructional level, modeling fluent
comprehension reading, paired reading, echo reading, readers theater, repeated reading
Strategies to for teaching students to ask and answer Use evidence from text, schema, and pictures, to make a prediction about what
questions about text (predictions) might happen next in a text
Strategies for teaching students to find and organize Plays, think-alouds, graphic organizers
key details and main ideas and themes in a text
Education 5017 |
Curriculum, Instruction &
Assessment | Study
Guide & Exam Prep
|Guaranteed success|
, Terms in this set (102)
Erikson's psychosocial development (first four) Trust vs. Mistrust: Early Childhood (2 to 3 years) Autonomy vs. Shame and
Doubt Preschool (3 to 5 years) Initiative vs. Guilt: School Age (6 to 11 years)
Industry vs. Inferiority: School Age (6 to 11 years)
Misconceptions Invalid concepts that students construct using their experiences, expectations,
beliefs, and emotions.
How to teach concepts of print Example:
Shared book experience
Use pointer (such as button pointer) to point to the text in big books, pocket
charts and any charts you create in your classroom to develop and reinforce
concepts of print.
Strategies to develop students' phonological awareness Finger spelling, clapping syllables, picture sorting
skills
Decoding The ability to apply your knowledge of letter-sound relationships, including
knowledge of letter patterns, to correctly pronounce written words.
The Shared Book Experience Teachers use big books. includes introduction (prereading) ask predictive
questions. read story with dramatic punch and point to text (tracking of print).
Have discussion, reread on subsequent days with the whole group
Concepts of Print Left to right progression (words on the page are read from left to right)
One-to-one correspondence (spoken words match print)
Return sweep (you return to the left after reaching the end of a line of print)
Spaces between words
Top to bottom (words on a page are read from top to bottom)
Beginning and end (where to start and stop reading a word, sentence, or book)
Strategies to develop phonic and word-analysis skills to Morphology, syllabication, word building, wor/letter sorts, high-frequency
support decoding words)
Strategies to develop fluency to support Selecting appropriate text which are at instructional level, modeling fluent
comprehension reading, paired reading, echo reading, readers theater, repeated reading
Strategies to for teaching students to ask and answer Use evidence from text, schema, and pictures, to make a prediction about what
questions about text (predictions) might happen next in a text
Strategies for teaching students to find and organize Plays, think-alouds, graphic organizers
key details and main ideas and themes in a text
