Praxis II Elementary Education ALL SOLUUTION LATEST EDITON 2024 GUARANTEED GRADE A+

constructivism students learn by building on prior knowledge and by doing Bronfenbrenner Ecological Model microsystem, mesosystem, exosystem, macrosystem domains of learning conitive, language, physical, social-emotional, adaptive Learning Theories cognitive, behavioral, developmental, psychodynamic, sociological, ecological, eclectic developmental theory level of readiness must be reached to learn sociological theory children learn through their observations of others ecological theory influences from home, school, and community affect how well the student will learn Strategies for teaching developmentally appropriate practice, integration, scaffolding, cooperative learning, questioning, task analysis, content enhancements, graphic organizers, wait time, peer tutoring, student responses, instructional pacing, feedback Aids for ELL learners use language above abilities, repeat key words, slow speech rate, clearly articulate, avoid using difficult words, simplify materials enrichment strategies self-paced instruction, mentoring, ability grouping, compacting, telescoping, tiered lessons performance tasks complete a problem or project with an explanation for an answer observation anecdotal records and checklists to record students being observed doing tasks journal writing determine student learning from thinking processes, formation of ideas, and development of skills in creative and factual writing portfolios collection of completed student work selected by the student and the teacher achievement test formal tool measuring student proficiency of a subject area already learned alternative assessment solve realistic problems and completing projects using close to real-life situations anecdotal record informal measurement based on observation of student work or performance aptitude test formal measure of tests to evaluate student ability to acquire skills authentic assessment determines a student's understanding and performance of specific criteria criterion-referenced test formal measure that evaluates a student on a subject area by answering specific questions curriculum-based measure determines student progress and performance based on lessons presented in curriculum dynamic assessment determines student's ability to learn in a certain situation diagnostic assessment collect information about a student to use in assessment throughout the period of instruction direct daily measurement daily assessment of a student's performance on the skills taught each day and used to modify instruction ecological-based assessment informal observation of student interacting with the evironment norm-referenced test formal standardized evaluation comparing a student to other peers in the same age group standards-based assessment formal evaluation that measures student progress towards meeting goals factors that predict reading achievement recognize and name letters of the alphabet, print knowledge, phonemic awareness skills needed to read word recognition, comprehension, and fluency language skills are developed based on experiences they have and materials presented linguistic awareness ability to understand sound structure of language activities to gain language knowledge sound games, syllable clapping, rhyming songs, poems, jokes and silly rhythms, pictures in books gain print knowledge read aloud, children talk about story, independent reading center, environmental print, alphabet and word games purpose of teaching reading gain information from text, improve communication, increase pleasure curriculum for reading include phonemic awareness instruction, phonics, spelling, reading fluency, grammar, writing, reading comprehension strategies decoding skills process of understanding letters in text represent phonemes in speech skills needed to decode print concepts, letter knowledge, alphabetic principle literature analysis needs genre, content, structure, language of text, prior knowledge narrative texts include new vocabulary, descriptive words, realistic viewpoints of people and environment poetry instruction helps literal and figurative meanings of words, metaphors, similies, patterns of language five spelling stages precommunicative, semiphonetic, phonetic, transitional, correct precommunicative spelling uses symbols from the alphabet but no knowledge of letter-sound correspondence semiphonic spelling begins to understand letter-sound correspondence phonetic uses a letter or group of letters for every speech sound heard transitional understands conventional alternative for sounds and structure of words skills critical to learning to read and write print knowledge, emergent writing, linguistic awareness reading instruction should include phonics instruction and whole language instruction, alphabetic principle, phonemic awareness, vocabulary, fluency, comprehension word recognition identify words in print, which is vocabulary development comprehension construct understanding from the words fluency coordinate the words and meaning so reading becomes automatic five results of print awareness phonemic awareness, word recognition, phonics, comprehension, fluency whole language approach meaningful context, acceptance of all learners, flexible structure, supportive classroom, integration, focused expectations, context skill development, collaboration and scaffolding, authentic assessments phonics instruction approach explicit instruction in phonemic awareness, phonics instruction in context, learn when address reading and writing activities analogy-based phonics a strategy taught to help students use parts of words they have learned to attack words that are unfamiliar analytic phonics students analyze letter sound relationships from learned words to those not familiar while not pronouncing sounds in isolation embedded phonics explicit instruction for using letter-sound relationships during the reading of connected text to sight read new words intrinsic phonics taught gradually in the context of meaningful reading onset-rime phonics separate onsets and rimes in words so students may read them and blend parts into words phonics and spelling teach children to segment words into phonemes and create words by writing letters for phonemes synthetic phonics convert letters into sound sequences and blend sounds to form words literature based reading approach read aloud to class, student oral reading periods, shared reading, sustained silent reading comprehension skills lead to predict outcomes, create questions, monitor understanding, clarify, connect explicit comprehension instructoin direct instruction, model, guided practice, application six traits approach ideas, organization, voice, word choice, sentence fluency, conventions approach spelling with alphabet knowledge, letter-sound correspondences, left-to-right directionality, word families, spelling patterns, phonics, word structures, irregular spellings, manipulating or building words reading aloud promotes language acquisition, oral vocabulary and usage, reading comprehension skills phonemic awareness fostered with music and songs, poetry and rhymes, games and puzzles five levels of phonological awareness rhyming and alliteration, sentence segmentation, syllable blending and segmentation, onset rime, blending and segmentation, phoneme blending and segmentation phoneme addition make new words by adding a phoneme to a word phoneme blending provide a sequence of spoken phonemes and form a new word phoneme categorization identify words that don't belong in a set phoneme deletion identify the word that remains when a phoneme is removed from an existing word phoneme identity recognize the same sounds in a variety of words phoneme isolation recogize separate sounds in words phoneme segmentation breaking a word into separate sounds and counting them phoneme substitution changing one phoneme for another to make a new word phonics instruction student names, nursery rhymes, sound games, read poems, sing songs, alphabet books, discuss words and sounds, word banks, point out consonants and vowels instructional approaches for reading direct instruction, inquiry based instruction, cooperative learning assessments for reading standardized reading test, portfolios, profile, performance task, anecdotal records alphabetic principle the concept that written language is comprised of letters that represent sounds in spoken words blend a sequence of consonants before or after a vowel in a given syllable comprehension strategy specific techniques that promote reading comprehension such as predicting and gaining word meanings from context decoding an ability to sound ot new words or to interpret a word from print to speech through the skill of sound-symbol correspondence morpheme the smallest unit of language that has meaning and may be a part of a word onset and rime parts of words in the spoken language smaller than syllables oral language development of spoken language system orthographic knowledge comprehending that sounds in language are represented by printed or written symbols phonemic awareness blending sounds in a word to say the word phonics promotes understanding of alphabetic principles and relationship between phonemes and graphemes phonological awareness understanding that sounds are related to written words print awareness knowing the basic concepts about written words NCTM principles equity, curriculum, teaching, learning, assessment, technology core beliefs of mathematics education challenged in math instruction, qualified teachers, primary standards, utilize and apply number, algebra, geometry, measurement and statistics concepts, activities related to math content, meaningful to students and integrated with other subjects, technology, altermative approaches, assessment related to math content, research ten general standard strands numbers and operations, algebra, geometry, measurement, data analysis and probability, problem solving, reasining and proof, communicatins, connections, representations number sense individual's basic understanding of numbers and operations and how to apply this knowledge to solve dilemmas and make decisions about mathematical problems and concepts how to develop number sense gradually, experiment with numbers, visualize numbers, use numbers, understand number relationships focus of elementary math curriculum number sense, counting objects, comparing, classifying objects, sets, exploring sets, number patterns first grade number sense addiciton and subtraction without manipulatives or using fingers second grade number sense addiction and subtraction usage on worksheets and timed tests third grade number sense multiplication and beginning division fourth and fifth grade number sense refined mastery of multiplication and division types of number relationships for 1-10 spatial, one and two more, one and two less, anchors, part-part-whole types of number activities from 10-20 pre-place-value, more and less, doubling or near doubling kindergarten place value counting to 100 first and second grade place value work with units and tens, learning place value strategies third and fourth grade place value use of place value and hundreds and thousands fifth grade place value begin working with decimals estimation instruction different types of manipulatives, various strategies, situations that reflect real life situations addition strategies one-more-than and two-more-than facts, zero facts, doubles, near-doubles, make ten facts subtraction strategies subtraction as think-addition, subtraction facts with sums to 10, sums greater than 10 story problem steps 1. understand the problem, 2. determine essential information, 3. make a plan, 4. follow the plan, 5. check the answer multiplication strategies doubles, five facts, zeros and ones, nifty nines fraction instruction positive initial experiences, moved from concrete to symbolic very slowly fraction manipulatives region/area, length, set fraction teaching strategies simple contextual tasks, connect meaning of fraction computation with whole-number computation, estimation and informal methods to develop strategies, explore each operation using manipulatives problem solving teaching strategies task analysis, guided practice at conclusion of leve, closure activity, homework as a form of practice, writing to express mathematical thinking, cooperative learning five levels of learning geometry visualization, analysis, informal deduction, deduction, rigor things to include when completing tasks on probability and statistics data analysis, manipulatives, graphing data, interpretation of data citizenship curriculum what a government is and does, values of American democracy, role of Constitution, relationship of US to other nations, responsibilities of US citizen ways to encourage citizenship class newsletter, classroom management system, individual service projects, discuss public issues, participate in elections, school councils, create logo, motto or rules for class transmission learning of governmetn function and following the rulse as set forth. legalistic and assimilationist transformation analysis of information, formation of opinions and actions taken. critical thinking and cultural pluralism key points in study of people avoid stereotypical content, specify historical periods, variety of resources, diverse information anthropology activities visit museums, library research, study artifcts, native cultures, examples of cultural conflicts, storytelling sociology activities group membership, involve community studies, social problems, investigate communication psychology activities observe people, compare groups of people, researh human emotions, study human development social structures activities field trips to community entities, various technology, study economic systems, build skills in areas of communication economics skills CONTINUED...