Praxis 5205 Latest Update Already Graded A

Praxis 5205 Latest Update Already Graded A Phonological awareness refers to a student's ability to identify and manipulate units of oral language. The ability to delete a syllable in a spoken word, such as saying "plane" when "air" is deleted from the word "airplane," is an example of a phonological-awareness skill. oral language milestones Responding to simple questions with a "yes" or "no" Answering questions using complete sentences and a variety of sentence structures Using content-related vocabulary correctly during conversations Making an oral presentation that is appropriate for the given audience use of multiple sensory modalities to learn Using visual, auditory, tactile, and kinesthetic senses to reinforce learning during the activity supports long-term memory of the targeted vocabulary. A primary purpose of a criterion-referenced reading benchmark is to set the standards for student skill mastery along with a time frame indicating when the level of mastery should be achieved can help accelerate the growth of grade level readers Students typically have a listening vocabulary that is above their reading vocabulary. Listening to books that are at their interest level regardless of reading level, while they either follow along with the text or not, allows them access to much more than just decoding words. Students will be exposed to vocabulary they may not typically hear, which helps their receptive and expressive vocabulary. Additionally, listening to texts allows students to focus on the deeper levels of reading, such as making inferences, exploring character development, and discussing theme. Teachers can also use audiobooks as part of text sets that expose students to different genres and different types of styles. help students improve morphological analysis for better reading comprehension Combining word parts written on cards to form new words Completing a cloze by using a bank of word parts to fill in blanks in sentences Examining word affixes and roots on semantic map posters spelling stages Drawing random capital or lowercase letters, numbers, or other symbols Writing the beginning and ending consonant sounds of words Writing words with long vowel patterns and r-controlled vowels Using inflectional endings, changing spellings when needed Vowel digraphs combination of vowels that combine to make a single vowel sound like the OA in boat, the AI in rain, the EE in feet, the EA in sea, and the OO in moon alphabetic principle the understanding that letters represent sounds which form words; it is the knowledge of predictable relationships between written letters and spoken sounds ways to help students revise writing Revision is the ongoing process of improving the content of a piece of writing. Writing can be improved through the elaboration of ideas with the addition of details to paint a specific image in the reader's mind. QAR strategy (question-answer relationship) helps students determine whether the answer to a question can be found directly in the text (explicit) or whether the question is implied in the text (implicit). This knowledge helps the reader distinguish when to search the text for the answer and when to make an inference about the text. structural analysis as a decoding skill involves looking for graphic features such as prefixes, suffixes, and root words. framework that helps students to comprehend and retain story information When students are given direct instruction in recognizing the underlying structure typically found in fictional genres (story grammar), they are better able to comprehend and remember information from the text due to the repetition and predictability of the story. help students develop concepts about print To become readers, students need to understand how the components of text such as words, spaces, sentences, and paragraphs work together to communicate meaning. Enumeration facts that can be put in an unordered list metacognitive strategies to think about and have control over reading Clarifying a purpose for reading Previewing a text before reading Monitoring understanding by adjusting reading speed Checking for understanding after reading a text Showing students how to use roots and affixes to determine meanings most effective strategy for building and extending students' vocabulary knowledge Phonological awareness ability to recognize that words in oral language are made up of a variety of sound units alliteration activity preliminary to understanding that sounds are assigned to specific letters of the alphabet. Writing a variety of sentence types Students learn that moving from writing only simple sentences to more complex and interesting sentences improves the quality of their writing pieces. exposing students to a limited number of core words repeated often and in varied contexts increases the chance that the students will retain the meaning of the words. Building sight word vocabulary increase the student's bank of sight words by matching unknown words to their counterparts in the text. Prosody adjusting pitch and volume, reading with appropriate phrasing, and reading with natural expression Goal-setting important when brainstorming as well as during the writing process. It allows the student authors to use self-questioning techniques to determine whether their writing is matching their goals. Students who are emergent readers are still struggling with concepts of print, phonemic awareness, and decoding. These students need extensive practice with these skills and need targeted instruction in the areas in which they are struggling. List-group-label a vocabulary strategy that has students sort and categorize words, allowing them to connect words and make them more meaningful. Phonemic awareness the precursor of the mastery of phonics. Research supports that phonemic awareness, along with alphabetic knowledge, are the two strongest early predictors of future reading success. instructional method that will best help students understand and retain the meaning of the new words Asking students a question using each vocabulary word and requiring them to support their answers with reasoning during discussion helps the teacher determine whether the students understand the meaning of the words and can justify their thoughts related to it. Mentor texts pieces of literature that can be used in writing instruction as examples of high-quality writing. When reading a text to students, a teacher can focus on the language an author uses to convey thoughts and ideas, how he/she organizes the piece, and the way in which the author communicates point of view. Students can then learn from the author's model and incorporate similar techniques in their own writing. R Controlled Vowels Vowels that change their sound when followed by the letter R (Examples: car, her, sir, for, fur) vowel-consonant-e A syllable with a long-vowel sound spelled with one vowel letter followed by one consonant and a silent e cone same home mule Pete fine ape closed syllable A closed syllable is a syllable that ends with a consonant. The words fan, am, and left have closed syllables. Multisyllabic words have closed syllables too. For example, a two-syllable word with the vowel-consonant-consonant-vowel pattern may have one or two closed syllables. basket follow problem chicken butter vowel team When a vowel team is in a word, it appears in the same syllable. tainted boating looking. Often in vowel teams, the first vowel is long, and the second vowel is silent. When you read a syllable that contains a vowel team, try the long sound first. -ail. bail. fail. hail. jail. mail. nail. pail. -ain. lain. main. pain. rain. vain. wain. brain. -ea. pea. sea. tea. flea. plea. -ead. bead. -eak. beak. leak. peak. teak. weak. bleak. creak. -eal. deal. heal. meal. peal. real. seal. teal. -eam. beam. ream. seam. cream. dream. gleam. scream. -ean. bean. dean. Jean. lean. mean. wean. clean. -ear. dear. fear. gear. hear. near. rear. The student selects a text that has too high a reading level. Suggest the student read the book using paired reading with a parent The student chooses the same book repeatedly Encourage the student to select a book by a favorite author or topic. The student is overwhelmed with selecting a text. ask the student about his or her interests and explain how the books are organized in the library. The student no longer enjoys a book he or she has been reading. Provide several book choices and encourage the student to determine the readability of a text before making a selection. Research has shown that as students move through the elementary grades, the relationship between listening and reading comprehension becomes more positively correlated. Good reading comprehension implies the existence of a mental model that integrates a story's multiple propositions and prior knowledge into a cohesive whole. Listening comprehension draws on the same language processes used to comprehend language via text, but it is free of the cognitive demands of having to decode text. Metacognition strategies include making connections that help the student increase comprehension of the text. Gifted students need the opportunity to demonstrate knowledge of curricular concepts at a higher level than that of typically developing students. Modified assessments enable the student to demonstrate advanced concept attainment through challenging questioning and prompts. word mapping Word maps encourage students to acquire a deep understanding of targeted vocabulary and the relationships of words to other words. Recording how a word is used in context is a cognitive strategy that supports recall of concepts that the words represent. guided writing students write drafts independently. The teacher observes and guides students as they actively apply their learned writing skills in creating a writing piece. a reader's fluency level is highly correlated with the reader's ability to comprehend text. To become a proficient reader, a student needs to be able to decode automatically and use mental energy to think about the meaning of a text. Choral reading is a literacy technique that helps students build their fluency, self-confidence, and motivation in reading. During choral reading, a group of students or an individual student reads a passage aloud, with or without a teacher. Echoing is an effective method to learn to read with greater expression, phrasing, and prosody. It incorporates modeling with an action that students must do themselves. Readers' theater is an oral performance of a script, it is one of the best ways to promote fluency. Paired partner an instructional strategy that incorporates peer modeling. Peer modeling is when one partner reads a text that is slightly challenging while the other partner corrects errors and checks for understanding. It is most effective to pair students so that one partner is a slightly more skilled reader than the other. Analytic phonics refers to an instructional program in which students learn to decode starting at the word level (i.e., analyzing a known word to determine its specific letter-sound relationships [spelling patterns]). In this method of teaching phonics, students do not pronounce sounds in isolation. Having a list of expressive words to draw on helps beginning writers develop their narrative in greater detail. CVC word families contain short vowel sounds and are the easiest to learn. THREE actions are most appropriate for using the data to inform instruction Analyzing data prior to adjustment of instructional goals and delivery Analyzing data after the adjustment of instructional goals and delivery Analyzing data to determine formative descriptions of performance Words in the CVC pattern are known as closed syllables, and the vowel in each is a short vowel sound. Decoding in reading when written words are translated into spoken words, and encoding in writing is the reverse process of translating sounds into written words, which reflects similar learning. to ensure proper phonics maintenance children must overlearn the relationships between sounds and letters. Reviewing these relationships repeatedly will help ensure the students remember. When a student is struggling with long-vowel patterns the best strategy for mastery is to memorize the patterns and then see which vowel sound (long or short) applies when sounding out words. Students must memorize sounds for these individual vowel patterns Asking students to use a self-evaluation checklist as they progress through the steps of the writing process is an effective instructional practice. Word families Changing the beginning (onset) of words creates rhyming words, which constitute word families. bat cat mat fat pat practicing the phonemic awareness skill of segmentation When students are asked to identify the number of individual sounds (phonemes) in a spoken word Phonological awareness example Giving students short lists of rhyming words and asking them to verbally add a word to each list Phonics example Providing students with a base word and telling them to write new words by adding letters to the base Fluency example Instructing students to read an unfamiliar passage aloud three times in a row. Comprehension example Assigning students to work with a partner to orally retell a story the teacher has read to the class Criteria such as timeliness of information, professional affiliation, bias, and domain suffixes all relate to the following factors Evaluating and selecting reference materials for student use in classroom research Instructing students to refer to a list of common affixes that break the words into parts that they can define helps students learn the meaning of the words in an excerpt