Praxis II 5038 Latest Update with Certified Solutions

Praxis II 5038 Latest Update with Certified Solutions K-W-L Chart Can be used to document what students know, what they want to know, and what they learned (an effective way of collecting data on students' prior knowledge in order to effectively plan instruction that meets curricular objectives. Concentric Circles Is a highly effective exercise in agendas where building relationships is important. An effective way to encourage one-on-one communication between students Book Pass An instructional method for introducing students to a variety of works in a short period of time in order to encourage interest. Reciprocal Teaching Occurs when dialogue takes place between the students and the teacher, and participants take turns assuming the role of the teacher, Techniques that allows for effective discussion for a teacher who is facilitating a whole-class discussion. Have students sit in a circle instead of traditional rows; break class into smaller discussion groups before conducting the whole-class discussion; pausing and allowing silence to promote student participation. Discipline-based Inquiry The practice of learning about a writing form by dissecting it and investigating its parts. It involves analyzing, questioning and forming conclusions from examples of the writing mode. Conferencing Is the process of discussing a piece of writing, assessing its strengths and weaknesses, and setting goals based on the evaluation of the writing piece. Self-Regulated Strategy Development (SRSD) An instructional method that includes building background knowledge, discussing and modeling a strategy, memorizing the strategy, and supporting the practice of the strategy until students can use it independently. Introduction-Body-Conclusion strategy (IBC) An organizational method of ensuring that students have sufficient supporting details in their essays and paragraphs. Chronological Order in this pattern, ideas are presented in the order in which they occurred in time. Words and phrases such as "Weeks before," "When," "Then," and "In the months that followed" relate events sequentially. Spatial Order relating to, occupying, or having the character of space. The words "next to" and "adjacent" are typical of the kinds of words used in descriptions of spatial relationships. Cause and Effect usually (but not always) happen in time order: The cause comes first, creating an effect. This pattern describes or discusses an event or action that is caused by another event or action. On occasion, this pattern is also referred to as result. Order of importance In this pattern the information is given either from the least important feature to the most important, or from the most important to the least important. This pattern is also known as hierarchical or chain of command. The following strategies are most appropriate for helping students comprehend new vocabulary in nonfiction texts: Activating prior knowledge, examining new vocabulary in context, and providing opportunities for students to practice using new vocabulary words are all effective means of teaching vocabulary. Grammar guide Helps with the proper construction of sentences and proper use of words Dictionary Provides the meaning of words Thesaurus Helps avoid repetition of words when writing by listing suitable synonyms for particular words Glossary Is a list of words and definitions related to a specific subject. Pidgin Language Is a simplified language that develops as a means of communication between two or more groups that do not have a language in common. Dialect Refers to a variation of a language that is a characteristic of a particular group of the language's speakers. Creole A stable natural language developed (with grammatical rules) from the mixing of parent languages. Regionalism A word or phrase used by a population in a particular region. Subordinate Clause Cannot stand alone and begins with a subordinating conjunction, which are: after, although, as, as soon as, because, before, by the time, even if, even though, every time, if, in case, in the event that, just in case, now that, once, only if, since, since, the first time, though, unless, until, when, whenever, whereas, whether or not, while Adjective Clause An adjective clause—also called an adjectival or relative clause—will meet three requirements: First, it will contain a subject and verb. Next, it will begin with a relative pronoun [who, whom, whose, that, or which] or a relative adverb [when, where, or why]. Finally, it will function as an adjective, answering the questions What kind? How many? or Which one? (Ex. Students who are intelligent understand adjectives.) Relative Pronoun Must have a relative pronoun (such as "who" or "which") Independent Clause Can stand alone and function as a sentence Infinitive Is the most basic form of the verb and is usually preceded by the preposition "to." A split infinitive occurs when an adverb is placed between "to" and the verb. Compound sentence Contains at least two independent clauses, which are joined by a conjunction Simple sentence Contains only one independent clause. Complex Sentence Contains one independent clause and at least one dependent clause. Compound-complex sentence Contains two or more independent clauses and at least one dependent clause. Traditional Phonics Instruction Students are taught individual letter sounds first, followed by letter combination sounds and the rules of putting these combinations together to make words. Whole Language Instruction Students are immersed in written language, and encouraged to decode entire words using context clues. Potential Strategies for Increasing Reading Comprehension Students study lists of high-frequency words in order to increase reading speed and comprehension. Students analyze patterns of organization and syntax as a way of learning to recognize common structures. False Dilemma Argument A limited number of options (usually two) is given, while in reality there are more options. A false dilemma is an illegitimate use of the "or" operator. (Ex: America: love it or leave it) Slippery Slope Argument In order to show that a proposition is unacceptable, a sequence of increasingly unacceptable events is shown to follow. A slippery slope is an illegitimate us of the "if - then" operator. (Ex. You should never gamble. Once you start gambling you find it hard to stop. Soon you are spending all your money on gambling, and eventually you will turn to crime to support your earning.) Red Herring Argument A Red Herring is a fallacy in which an irrelevant topic is presented in order to divert attention from the original issue. The basic idea is to "win" an argument by leading attention away from the argument and to another topic. This sort of "reasoning" has the following form: Topic A is under discussion. Topic B is introduced under the guise of being relevant to topic A (when topic B is actually not relevant to topic A). Topic A is abandoned. (Ex. Injecting the argument of mental illness as a factor in a shooting when the topic is gun control.) Appeals to Motives in Place of Support The fallacies in this section have in common the practice of appealing to emotions or other psychological factors. In this way, they do not provide reasons for belief. Hasty Generalization The size of the sample is too small to support the conclusion. (Ex. Fred, the Australian, stole my wallet. Thus, all Australians are thieves) Straw Man The author attacks an argument which is different from and usually weaker than, the opposition's best argument. (Ex. Person A: I think we should go to Joe's Fast Food because their burgers are delicious.Person B: No way! Cholesterol is not delicious! It tastes horrible! This is a straw man fallacy. Person A's position is "their burgers are delicious". Person B misrepresents the original position and creates a straw man (in this example, the straw man is cholesterol) and attacks the straw man.) Pre-Writing Stage Stage where you brainstorm to make topic lists. You can use other graphic organizers like webbing and concept mapping. You can use R.A.F.T. to role play. For example, you are writing a paper about the Pilgrims. . . pretend you are a pilgrim and think of what you would spend your time doing, etc. Writing Stage Stage where you use all the ideas and questions generated in the pre-writing stage and organize them into a rough draft or first draft. Revising Stage Stage where you add or omit information to make your paper more clear. Editing Stage Stage where you make sure you have corrected all of the details regarding capitalization, punctuation, grammar, sentence and paragraph structure, subject and verb agreement, word usage. Clean up all format and the specifics. Publishing Stage The finished, polished product. Your paper is neat, clean, and presentable; ready to turn in to the teacher. Evaluating Stage Stage where author self-evaluates his/her work and the audience evaluates the effectiveness of the piece. What should a teacher do to improve student writing? Clarity, grammar weaknesses, developing supports, and supplemental lessons. Phonetics The study of sounds of language and their physical properties. Linguistics The formal study of the structures and processes of a language. Phonology The analysis of how sounds function in a language or dialect. Morphology The study of the structure of words. Semantics The study of the meaning in language. Syntax The study of the structure of sentences. Pragmatics The role of context in the interpretation of meaning. Orthography The relationship between spelling and pronunciation. (Ex. Why doesn't "enough" rhyme with "dough?") Cognate Words that are related and have the same origin or root word. (Ex. Like armor is Spanish for "love"/and we use the word armorous in English) Etymology The study of the history and origin of words. Formative Assessments The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments: help students identify their strengths and weaknesses and target areas that need work help faculty recognize where students are struggling and address problems immediately Formative assessments are generally low stakes, which means that they have low or no point value. Examples of formative assessments include asking students to: draw a concept map in class to represent their understanding of a topic submit one or two sentences identifying the main point of a lecture turn in a research proposal for early feedback summative Assessments The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. Summative assessments are often high stakes, which means that they have a high point value. Examples of summative assessments include: a midterm exam a final project a paper a senior recital Information from summative assessments can be used formatively when students or faculty use it to guide their efforts and activities in subsequent courses. Graphic Organizers Graphic organizers guide learners' thinking as they fill in and build upon a visual map or diagram. Graphic organizers are some of the most effective visual learning strategies for students and are applied across the curriculum to enhance learning and understanding of subject matter content. In a variety of formats dependant upon the task, graphic organizers facilitate students' learning by helping them identify areas of focus within a broad topic, such as a novel or article. Because they help the learner make connections and structure thinking, students often turn to graphic organizers for writing projects. In addition to helping students organize their thinking and writing process, graphic organizers can act as instructional tools. Teachers can use graphic organizers to illustrate a student's knowledge about a topic or section of text showing areas for improvement. Concept Mapping Used as a learning and teaching technique, concept mapping visually illustrates the relationships between concepts and ideas. Often represented in circles or boxes, concepts are linked by words and phrases that explain the connection between the ideas, helping students organize and structure their thoughts to further understand information and discover new relationships. Most concept maps represent a hierarchical structure, with the overall, broad concept first with connected sub-topics, more specific concepts, following. Mind Mapping Mind mapping is a visual form of note taking that offers an overview of a topic and its complex information, allowing students to comprehend, create new ideas and build connections. Through the use of colors, images and words, mind mapping encourages students to begin with a central idea and expand outward to more in-depth sub-topics. Webbing Commonly used as a tool to help begin the writing process or a research assignment, webbing is a brainstorming method that provides structure for ideas and facts. Brainstorming webs provide students with a flexible framework for idea development, organizing and prioritizing information. Typically, major topics or central concepts are at the center of a brainstorming web. Links from the center connect supporting details or ideas with the core concept or topic. Prepositional Phrase as an Adverb answers the question how? when? or where?