PRAXIS 5002 NOTES 2023

Phonological Awareness How sounds, syllables, words, parts of words can be orally manipulated to break apart words, make new words, and create rhymes. Phonemic Awareness Spoken language and child's ability to distinguish sounds. Builds Phonological Awareness. Focuses on how phonemes form language. Phoneme ( 44 in the English language) Small unit of sound. Phonemic Blending Combining phonemes to make a word. EX: /m/ /a/ /t/= "mat" Phonemic Substitution Replacement of phonemes to make new words. EX: Removing /m/ from "mat" with /s/ to v=create "sat" Phonemic Segmentation Separating phonemes in words. EX: Separating the sounds in "mat" isolate the phonemes /m/ /a/ /t/. Phonemic Deletion Phonemes are removed from words to make new ones. EX: Removing /m/ from "mat"= "at" syllables Onsets and rimes, can be blended, substituted, segmented, and deleted like phonemes. onset of a syllable Beginning consonant or consonant blend rime Includes syllable's vowel and consonants. EX: "Block" Consonant blend and onset is /bl/; "-ock" is rime phonics Studies relationship btwn. spoken sounds in words and the printed letters that correspond to those sounds (letter-sound-correspondence). First taught in Isolation, then blended into words, and then applied to decodable text. high frequency Letter-sound correspondence that occur most often in the English language. phonics instruction progresses from simple-complex letter-sound correspondences. Short vowel sound spelling are before long-vowel sounds/spellings. sight words Words repeated most often in text. Taught with phonics. EX: "a", "in", "at", "I" DOLCH LIST OF BASIC SIGHT WORDS or FRY'S NUMERICAL LIST OF INSTANT WORDS: Used for teachers to develop sight words. These lists change and evolve across grade-levels so students can build a large repertoire of instantly recognizable words. root Begins in second grade. Derived from Latin or Greek. Establish basis of new words. EX: cent is a Latin root meaning "one hundred." affix consists of prefix and suffix. Added to root words to change their meanings prefix Added to the beginning of a word suffix an affix that is added at the end of the word fluency Ability to read with ease and automaticity. 3 factors of reading fluency 1) RATE: Speed and fluidity 2) ACCURACY: Ability to recognize and decode words correctly. 3) PROSODY: Range of vocal expressions (vocal cues) a reader uses when reading aloud. how to improve reading fluency - Use reading material at student's level -Have student perform repeated readings (increase sight word vocabulary, fluency, and accuracy in oral reading) -Repeated reading is sometimes used to help students eliminate the habit of reading through punctuation -Use listening centers so students hear effective models of reading fluency and are then able to mimic what they have heard 5 stages of language acquisition 1) PREPODUCTION: The silent period. Absorbing new info. 2) EARLY PRODUCTION: Student achieves 1000-word receptive and active vocab. Produce single-word and two-to-three words phrases. Responds to questions and statements. A) L1-ENTERING: Rarely uses English. Constructs meaning from illustrations, graphs, and charts. B) L2-BEGINNING: Communicates basic info in a limited manner. Has predictable errors. 2) SPEECH EMERGENCE: Has vocab of 3000 words. Able to chunk simple words and phrases into sentences (may not be grammatically correct). May enjoy participating in conversation/gain confidence. Begins to speak more clearly and accurately. Increases spoken vocab. Consists of L3 DEVELOPING: Student understands more complex speech. Can communicate spontaneously in simple sentences. Vocab/comprehension is limited. 3) INTERMEDIATE FLUENCY: 6000- word vocab. Speak in more complex sentences. Catch/correct errors. Can think as well speak their second language. L4-EXPANDING: Can read in second language with fluency. May still struggle with comprehension with text having abstract concepts. 5) ADVANCED FLUENCY: Achieve cognitive language proficiency in learned language. Demonstrate near-native ability and use complex sentences. Has become essentially fluent. L5- BRIDGING: Student requires only minimal language support. Can function at same level as peers w/ first language of English. main purpose of reading obtain info or experience of story. Readers need to comprehend what is being read. theme Basic idea that the author wants to convey. moral the lesson central idea Basic underlying idea inferences What is the author is suggesting? Can use text clues. Ability to understand what is not directly stated. summarization The condensing of a text to its main idea and key details summarizing a text A) IDENTIFY STORY ELEMENTS: Characters, setting. CHARACTER ANALYSIS: Understanding the role of a character through their actions, traits, relationship, personality (character analysis). - RECOGNIZE GENRE: Naming the genre of text (poetry, drama, picture book, myth, etc) and the features of that genre. RHYME SCHEME: abab, aabb, aabba), METER: Rhythmic structure of lines or verses in poetry, and/or STAGE DIRECTION: Where characters/actors are placed within a text or play. first person pov Character tells the story from his/her direct experience using pronouns (I, my, mine, we) second person pov Perspective is from the external "you"( reader or unknown other) third person objective pov Detached narrator related the actions and dialogue of story, not thoughts/feelings of characters. third person limited omnicient Detached narrator related the actions and dialogue of story, characters have thoughts and feelings. third person omniscient Detached and all-knowing. Tells story from all characters POVs. text features Photos, drawings, maps, charts, graphs. analyzing text organization how a text is organized to better understand author's purpose for writing. common organization structures Cause & Effect, Problem & Solution, Sequence of Events/Steps-in-a-Process, Compare & Contrast, Description. signal words Provides clues to how the author has organized info. -each text structure can use this 3 factors of text leveling/complexity 1) QUANTATIVE MEASURES: Scores determined by computer that evaluate text elements (word frequency and sentence length). 2) QUALATATIVE MEASURES: Analysis of text elements such as structure (low or high complexity), language clarity (literal vs. figurative or familiar vs. unfamiliar), knowledge demands (assumptions about what a reader already knows). 3) READER AND TASK CONSIDERATIONS: Teachers match texts to particular students, classes, and/or tasks based on their inherent needs. text complexity Reading comprehension= Developmentally appropriate reading levels. writing Communicates ideas, opinions, experiences, and beliefs. expository writing Primarily to explain an idea or concept or inform reader about a topic. Most often used in formal essays. narrative writing Used to tell a personal or fictional story that entertains reader. Includes descriptive details and figurative language. Includes poems that tells stories (narrative poems). descriptive writing Emphasizes imagery to produce vivid pictures in reader's imagination. persuasive writing Used to convince/persuade a reader towards the author's opinion/point of view. Used in speeches and advertisements. 5 stages of writing process 1) PREWRITING: Brainstorms ideas by organizing them. 2) DRAFTING: Reviews 1st draft for coherence. Does writing need elaboration, correction, and/or reorganization? 3) REVISING/EDITING: Based on the drafting process that reviews for coherence of writing. 4) REWRITING: Once revisions are made, 1st draft is rewritten with corrections. 5) PUBLISHING: Ready for an audience. primary sources Original materials. Represent events, experience, place, time period. Direct/first -hand accounts in form of text, image, record, sound, or item. secondary sources Inform about events, experience, etc. but info comes from someone who was not directly involved & who uses primary sources to discuss materials. reliable sources Trustworthy materials. Come from experts. Have credibility. unreliable sources Untrustworthy materials from a person/institution. Does not have educational background, expertise, or evidence. EX: Self-published materials.