Praxis 5017II Elementary Education: Curriculum, Instruction, and Assessment Latest Update Graded A+

Praxis 5017II Elementary Education: Curriculum, Instruction, and Assessment Latest Update Graded A+ Erikson's psychosocial development (first four) Trust vs. Mistrust: Early Childhood (2 to 3 years) Autonomy vs. Shame and Doubt Preschool (3 to 5 years) Initiative vs. Guilt: School Age (6 to 11 years) Industry vs. Inferiority: School Age (6 to 11 years) Misconceptions Invalid concepts that students construct using their experiences, expectations, beliefs, and emotions. How to teach concepts of print Example: Shared book experience Use pointer (such as button pointer) to point to the text in big books, pocket charts and any charts you create in your classroom to develop and reinforce concepts of print. Strategies to develop students' phonological awareness skills Finger spelling, clapping syllables, picture sorting Decoding The ability to apply your knowledge of letter-sound relationships, including knowledge of letter patterns, to correctly pronounce written words. The Shared Book Experience Teachers use big books. includes introduction (prereading) ask predictive questions. read story with dramatic punch and point to text (tracking of print). Have discussion, reread on subsequent days with the whole group Concepts of Print Left to right progression (words on the page are read from left to right) One-to-one correspondence (spoken words match print) Return sweep (you return to the left after reaching the end of a line of print) Spaces between words Top to bottom (words on a page are read from top to bottom) Beginning and end (where to start and stop reading a word, sentence, or book) Strategies to develop phonic and word-analysis skills to support decoding Morphology, syllabication, word building, wor/letter sorts, high-frequency words) Strategies to develop fluency to support comprehension Selecting appropriate text which are at instructional level, modeling fluent reading, paired reading, echo reading, readers theater, repeated reading Strategies to for teaching students to ask and answer questions about text (predictions) Use evidence from text, schema, and pictures, to make a prediction about what might happen next in a text Strategies for teaching students to find and organize key details and main ideas and themes in a text Plays, think-alouds, graphic organizers How to develop student's understanding of point of view and how it influences meaning of text First Person: "I" and "Me" standpoint. Personal perspective. Third Person: Narrator is not a character, but sees the world through only ONE character's eyes and thoughts Their Person Omniscient: The narrator is not a character in the story but knows what all of the characters are thinking along with the events that happen Third Person Objective: The narrator is an outsider who can report only what he or she sees and hears. This narrator can tell us what is happening, but he can't tell us the thoughts of the characters. How to develop students' ability to distinguish among fact, opinion, and reasoned judgement Fact: Something that can be proven true Opinion: Something that someone thinks or feels about something Reasoned Judgement: Decision that requires time and effort and results from careful information gathering, generation of alternatives, and evaluation of alternatives Signal words Words that indicate that a list, contrast, or connection is about to be made. Examples: Cause/Effect (because, since, consequently, this led to...so, if...then) Compare/Contrast (different from, same as, although, however) Description (for example, such as, first, second,) Problem/Solution (the question is, one answer is) Sequence/Chronological Order (next, then before, after) Scaffolding strategies to support students' progress toward independent proficient reading provide access to grade-level texts, purposeful