TEXES CORE SUBJECTS EC-6 (291)
phonemic awareness development - Answers -Awareness of sounds in a language
Awareness of rhymes
Awareness that sentences can be broken down into words, syllables, and sounds
Ability to talk about, reflect upon, and manipulate sounds
Understanding the relationship between written and spoken language
Rhyming, segmenting sentences into words, blending syllables into words,
delete/substitute syllables/sounds from words
phonemes - Answers -the smallest unit of speech that can be used to make one word
different from another word.
single unit of sound
Vowel-consonant patterns - Answers -In a cvc pattern, the vowel is often a short vowel
sound. In a CVCe word, the vowel is followed by a consonant and then the letter e. The
e is usually silent and the vowel before the e is usually long. In a CVVC word, two
vowels appear between two consonants.
reading comprehension:
A. Literal
B. Inferential
C. Evaluative - Answers -Literal - Readers identify and/or recall relevant information
explicitly stated in the reading selection by
- identifying the order of events or a specific event from a sequence of events.
-identifying details such as key words, phrases or sentences that explicitly state
important characteristics, circumstances, or similarities and differences in characters,
times or places.
Inferential - Readers use information explicitly stated in the passage to determine what
is not stated. Readers derive meaning by
-identifying implicit relationships (relationships not directly stated) such as cause and
effect, sequence-time relationships, comparisons, classifications and generalizations.
-predicting probable future outcomes or actions.
Evaluative - In evaluative comprehension readers analyze and make judgments about
what they read. At this level, readers use evidence from the text to reach conclusions
and make generalizations about the text and its wider implications by
-drawing conclusions about the characteristics, values, and habits of human beings.
, -drawing conclusions about the author's motivation or purpose for writing a passage or
story based on evidence in the selection.
Inquiry-based instruction - Answers -starts by posing questions, problems or scenarios
—rather than simply presenting established facts or portraying a smooth path to
knowledge. The process is often assisted by a facilitator.
Didactic questioning - Answers -can be used to effectively diagnose recall and
comprehension and to draw on prior learning experiences." They are "questions that
tend to be convergent (i.e. they tend to focus on one topic), factual, and often beginning
with "what", "where", "when", "how".
A concept map - Answers -or conceptual diagram is a diagram that depicts suggested
relationships between concepts. It is a graphical tool that instructional designers,
engineers, technical writers, and others use to organize and structure knowledge.
early writing development stages - Answers -2-3 Random scribbling
3 Controlled scribbling
3-4 Mock writing
4-5 Writing letters
5-6 Writing Words
writing development stages
prephonemic
early phonemic
letter name
transitional
conventional - Answers -Pre - random/controlled scribbling, drawing, mock letters, letter
strings, separated words
Early - picture labeling (dog = D), first letter of a word represents the word
letter name - beginning and ending letters
transitional - sound is a constant, sound is a vowel but it is wrong (gres for grass), child
hears beginning/middle/end, full sentence writing
conventional - full correct spelling of words
KWL chart - Answers -graphic organizers that help students organize information
before, during and after a unit or a lesson. They can be used to engage students in a
new topic, activate prior knowledge, share unit objectives, and monitor learning.
Column 1: What do you Know about the topic?
Column 2: What do you Want to know?
Column 3: What did you Learn?
A. Formative
B. Summative
phonemic awareness development - Answers -Awareness of sounds in a language
Awareness of rhymes
Awareness that sentences can be broken down into words, syllables, and sounds
Ability to talk about, reflect upon, and manipulate sounds
Understanding the relationship between written and spoken language
Rhyming, segmenting sentences into words, blending syllables into words,
delete/substitute syllables/sounds from words
phonemes - Answers -the smallest unit of speech that can be used to make one word
different from another word.
single unit of sound
Vowel-consonant patterns - Answers -In a cvc pattern, the vowel is often a short vowel
sound. In a CVCe word, the vowel is followed by a consonant and then the letter e. The
e is usually silent and the vowel before the e is usually long. In a CVVC word, two
vowels appear between two consonants.
reading comprehension:
A. Literal
B. Inferential
C. Evaluative - Answers -Literal - Readers identify and/or recall relevant information
explicitly stated in the reading selection by
- identifying the order of events or a specific event from a sequence of events.
-identifying details such as key words, phrases or sentences that explicitly state
important characteristics, circumstances, or similarities and differences in characters,
times or places.
Inferential - Readers use information explicitly stated in the passage to determine what
is not stated. Readers derive meaning by
-identifying implicit relationships (relationships not directly stated) such as cause and
effect, sequence-time relationships, comparisons, classifications and generalizations.
-predicting probable future outcomes or actions.
Evaluative - In evaluative comprehension readers analyze and make judgments about
what they read. At this level, readers use evidence from the text to reach conclusions
and make generalizations about the text and its wider implications by
-drawing conclusions about the characteristics, values, and habits of human beings.
, -drawing conclusions about the author's motivation or purpose for writing a passage or
story based on evidence in the selection.
Inquiry-based instruction - Answers -starts by posing questions, problems or scenarios
—rather than simply presenting established facts or portraying a smooth path to
knowledge. The process is often assisted by a facilitator.
Didactic questioning - Answers -can be used to effectively diagnose recall and
comprehension and to draw on prior learning experiences." They are "questions that
tend to be convergent (i.e. they tend to focus on one topic), factual, and often beginning
with "what", "where", "when", "how".
A concept map - Answers -or conceptual diagram is a diagram that depicts suggested
relationships between concepts. It is a graphical tool that instructional designers,
engineers, technical writers, and others use to organize and structure knowledge.
early writing development stages - Answers -2-3 Random scribbling
3 Controlled scribbling
3-4 Mock writing
4-5 Writing letters
5-6 Writing Words
writing development stages
prephonemic
early phonemic
letter name
transitional
conventional - Answers -Pre - random/controlled scribbling, drawing, mock letters, letter
strings, separated words
Early - picture labeling (dog = D), first letter of a word represents the word
letter name - beginning and ending letters
transitional - sound is a constant, sound is a vowel but it is wrong (gres for grass), child
hears beginning/middle/end, full sentence writing
conventional - full correct spelling of words
KWL chart - Answers -graphic organizers that help students organize information
before, during and after a unit or a lesson. They can be used to engage students in a
new topic, activate prior knowledge, share unit objectives, and monitor learning.
Column 1: What do you Know about the topic?
Column 2: What do you Want to know?
Column 3: What did you Learn?
A. Formative
B. Summative
