READING AND LANGUAGE ARTS PRAXIS II 5002 WITH COMPLETE VERIFIED SOLUTIONS

Phonological Awareness understanding of how sounds, syllables, words, and word parts can be orally manipulated to break apart words, make new sounds and create rhymes Phonemic awareness a type of phonological awareness; an understanding of how phonemes form a language by creating differences in the meanings of words *can be done in the dark, does not need physical letters. *is the latter part of the developmental sequence that contributes to a strong foundation. Phoneme the smallest unit of sound. There are 44 different sounds in the English language. Phoneme Blending combining phonemes to make a word /m/ /a/ /t/ combines to creat the word mat Phoneme Substitution substitute one phoneme for another to make a new word. phoneme segmentation separating phonemes in words mat /m/ /a/ /t/ Phoneme deletion removing phonemes from words to make new words removing /m/ from mat to make the word at. syllable an uninterrupted segment of speech that includes a vowel sound Onset the part of a syllable that comes before the vowel rime the part of the syllable that begins with the vowel Phonics The study of the relationships between letters and the sounds they represent; also used to describe reading instruction that teaches sound-symbol correspondences. Alphabetic Principle an understanding that letters and letter patterns represent the sounds of spoken words. decoding ability to read a word using sound-symbol correspondence. sight words words known by sight (no decoding necessary) High Frequency words A small group of words (300-500) that account for a large percentage of the words in print and can be regular or irregular words. Often not decodable the, because. Decodable Words Words containing phonic elements that were previously taught. sat, with, note. Structural Analysis the process of using familiar word parts (base words, prefixes, and suffixes) to determine the meaning of unfamiliar words. Affixes parts added to the beginning (prefix) or end (suffix) of a root word to create new words. Root words Main part of the word that provides the word's basic meaning also known as 'base words'. world that cannot be divided further Prefix a syllable or word that comes before a root word to change its meaning Suffix an affix that is added at the end of the word 5 levels of language proficiency L1) entering, L2) beginning, L3) developing, L4) expanding, and L5) bridging Preproduction Stage The silent stage where the student is absorbing new input. Responds nonverbally to instruction, constructing meaning primarily from illustrations, graphs, and charts or visual cues. May have close to 500 words in their receptive vocabulary. May repeat back what they have heard in a process referred to as parroting. Linked with L1 - Entering - Student rarely uses English to communicate. Early Production Stage The student understands and uses roughly 1,000 words. Now can produce a single word or two- to three- word phrases and can respond to questions and statements. Linked with L2 - Beginning - student can communicate basic information in a limited manner but exhibits a number of predicatble errors. Speech Emergence Stage A student begins to speak more clearly and accurately and increase their spoken language Have a vocabulary of 3000 words. Able to chunk simple words and phrases into sentences (may or may not be grammatically correct). Student takes step towards reading and writing in the second language. Linked with L3 - Developing - Student understands more complex speech and can communicate spontaneously in simple sentences. Student vocab and comprehension of language structure remains limited. Intermediate Fluency Stage A student has acquired about 6000 words. They are able to speak in more complex sentences and catch and correct many of their own errors. Students begin to think in the second language as well as speak it. Linked with L4 - Expanding - a student can read in the second language with demonstrated fluency, may still struggle with comprehending text that describes complex or abstract concepts. Advance fluency Stage Student can converse fluently and think clearly in the second language. Demonstrate near-native ability and use complex, multi phrase and clause sentences to convey their ideas. Linked with L5 - Bridging - student requires only minimal language support and can function at the same level as peers with a first language of English. Syllabication The division of words into syllables usually to decode it. open syllable Syllable which ends in a vowel sound resulting in a long vowel sound. Closed Syllable a syllable that ends with a consonant resulting in a short vowel sound. Vowel-Consonant e syllable Typically found at the end of a word. The final e is silent and makes the next vowel before it long, as in the word name. A vowel team syllable A vowel team syllable has two vowels next to each other that combine to form a new sound. For example: the "ou" in south; the "au" in taught; and the "oa" in boat. Automaticity fast, accurate, and effortless word identification at the single word level Rate the speed and fluidity with which a student can read. Accuracy students ability to recognize or decode words correctly. Meaningful comprehension of reading material is dependent on this. Prosody encompasses the range of vocal expressions a reader uses when reading aloud. Rhythm, stress, intonation in spoken word. Theme basic idea that the author wants to convey Moral A brief and often simplistic lesson that a reader may infer from a work of literature. Central Idea the basic underlying idea of informational text Summerization distillation and condensation of a text into its main idea and key details.