PRAXIS 5205 VOCABULARY|UPDATED&VERIFIED|100% SOLVED|GUARANTEED SUCCESS

Accuracy (part of fluency) reading words in text with no errors Academically Engaged when students are participating in activities/instruction in a meaningful way and understanding the tasks in which they are involved Advanced Phonics Strategies for decoding multisyllabic words that include morphology and information about the meaning, pronunciation, and parts of speech of words gained from knowledge of prefixes, roots, and suffixes Affix A general term that refers to prefixes and suffixes After Reading Comprehension Strategies strategies that require the reader to actively transform key information in text that has been read (e.g. summarizing, retelling) Aligned Materials Student materials that reinforce classroom instruction of specific skills in reading (texts, activities, manipulatives, homework, etc. ) Alliteration the repetition of the initial phoneme of each word in connected text Alphabetic Principle the concept that letter and letter combinations represent individual phonemes in written words Ample Opportunities for Student Practices Students are asked what they have been taught in order to accomplish specific reading tasks. Practice should follow in a logical relationship with what has just been taught. Once skills are internalized, students are provided with more opportunities to independently implement previously learned information. Analogy comparing two sets of words to show some common similarity between the sets. When done as vocabulary exercise this requires producing one of the words Antonym A word opposite in meaning to another word Automaticity Reading without conscious effort or attention to decoding Background Knowledge Forming connections between the text and the information and experiences of the reader Base Word A untie of meaning that can stand alone as a whole word. Also called a free morpheme Before Reading Comprehension Strategies Strategies employed to emphasize the importance of preparing students to read text (e.g. activate prior knowledge, set a purpose for reading) Blending The task of combining sounds rapidly, to accurately represent the word Bloom's Taxonomy A system for categorizing level of abstraction of questions that commonly occur in education settings. Includes the following competencies: knowledge, comprehension, application, analysis, synthesis, and evaluation Chunked Text Continuous text that has been separated into meaningful phrases often within the use of single and double slash marks. The intent of using this is to give children an opportunity to practice reading phrases fluently,. There is no absolute in this. Teachers should use judgement when teaching students how to chunk. Generally, slash march are made between subject and predate, and before and after prepositional phrases Chunking A decoding strategy for breaking words into manageable parts (e.g. /yes/ter/day). This also refers to the process of dividing a sentence into smaller phrases where pauses might occur naturally Coaching A professional development process of supporting teachers in implementing new classroom practices by providing new content and information, modeling related teaching strategies, and offering on-going feedback as teacher master new practices Coarticulation When saying words our mouth is always ready for the next sound to be made. Thile saying once saiid, the lips, tongue, etc... are starting to form the sound to follow. This can distort individual sounds during speech because the sounds are not produced in isolated units. (e.g. ham-/m/ blends with the /a/ to distort the vowel) Because of this some kids have difficulty hearing the individual sounds in words and the concept of phonemes needs to be explicitly brought to their attention through instruction Cognates Words that are related to each other by virtue of being derived from a common origin (e.g. decisive and decision) Coherent Instructional Design A logical, sequential, plan for delivering instruction Comprehension Understanding what one is reading, the ultimate goal of all reading activity Comprehensive/Core Reading Program (CPR) The initial instructional tool teachers use to teach children to learn to read including instruction in the five components of reading identified by the National Reading Panel (phonemic awareness, phonics, fluency, vocabulary, comprehension) spelling, and writing to ensure they reach reading levels that meter exceed grade-level standards. A CPR should address the instructional needs of the majority of students in a respective school or district Comprehensive Intervention Reading Program (CIRP) These programs are intended for students who are reading one or more years below grade level, and who are struggling with a broad range of reading skills. Comprehensive Intervention Programs include instructional content based on the five essential components of reading instruction integrated into a coherent instructional design. A coherent design includes explicit instructional strategies, coordinated instructional sequences, ample practice opportunities and aligned student materials. Comprehensive Intervention Programs provide instruction that is more intensive, explicit, systematic, and more motivating than instruction students have previously received. These programs also provide more frequent assessments of student progress and more systematic review in order to insure proper pacing of instruction and mastery of all instructional components