Praxis II Reading Specialist 5301 Exam (Extensive) Already Passed

Praxis II Reading Specialist 5301 Exam (Extensive) Already Passed Assessment and Instructional Planning Young children should undergo an initial screening to determine literacy levels before teachers plan their instruction. phonological vs phonemic awareness _phonological awareness: simple awareness of the sound structure of words _phonemic awareness: the ability to hear, identify and manipulate individual sounds in spoken words pragmatics Investigates language as it is used in actual interaction/conversation. Collaborative Strategic Reading (CSR) depends on what two teaching practices? 1. Cooperative learning 2. Reading comprehension Writing haiku promotes building vocabulary an understanding of the meanings of prefixes and suffixes such as dis, mis, un, re, able, and ment are important for: Reading comprehension Coarticulation affects phonemic awareness The most effective strategy for decoding sight words is: none. Sight words cannot be decoded. Verbal dyspraxia refers to: confusing word or sentence order while speaking Phonological awareness activities are: oral Self-Monitoring All readers should self-monitor to match print to sound, cross check what they are reading, punctuation clues, pacing, phrasing, and fluency. Older, more fluent students should self monitor whether they are following the plot, character development, setting, narrators, etc. For informational text students should self-monitor to make sure that they understand the text, which parts are more or less important, and unfamiliar words. A literacy center is a: Leveled reading group (students grouped for differentiated instruction) Assessing Print Concepts Awareness Teacher gives the student a storybook and asks the student to demonstrate the following: Recognize the book's front and back, identify the title, identify a word in the book, identify a letter in a word in the book, identify a space between words in a book, identify the place to begin reading, and identify a period as a punctuation mark ending a sentence. Testing recognition of rhyming Teacher asks if student knows what rhyming words are. If student says yes, ask for an example. If no or example is wrong, then teacher explains. Teacher then states two words and student should identify whether the two words rhyme. Identifying Initial Word Sounds Teacher gives an example (fun, fat) of two words that start with the same sound. Use a checklist to mark results. Once you show teachers strategies, the next step should be: Holding feedback sessions throughout the year so that teachers can discuss their questions about the strategies. This will demonstrate to teachers that you are there in a supportive, rather than evaluative, manner. Instructional model that differentiates content to meet the needs of all learners: Providing specific interventions based on needs identified through preassessment and ongoing progress monitoring. The most effective activity for developing students' concepts of print is: listening to teachers or parents read aloud QAR Question-Answer Relationship. Answers to questions are related to the type of question being asked. Asks students to identify strategic reading processes to determine answers to questions. (Right There, Think & Search, Author