5002 Praxis Study Guide (Kelly\'s Notes) PDF

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Notes for Praxis 5002...

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STUDY GUIDE FOR 5002 Created on :7/17/2020 NOTES FROM PRAXIS 2: ELEMENTARY EDUCATION BOOK ●

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Phonological Awareness: How sounds, syllables, words, parts of words can be orally manipulated to break apart words, make new words, and create rhymes. EX: Asking a student to break up the word “cat” c-a-t (individual sounds). Know difference btwn. this and Phonemeic Awareness. 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. EX: phonemes /m/ and /s/ determine the difference btwn. mat and sat . To build phonemic Awareness: - 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” Can build phonological awareness by having students orally manipulating 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. Know difference btwn. phonemic awareness and phonics. 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. VC: Vowel-Consonant. VCC: Vowel-consonant-consonant. CVCC: Consonant-vowel-consonant-consonant, CVC:  Consonant-vowel-consonant. Sound Spelling: Spelling of words based on how letters sound. 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.” AFFIXES: Added to root words to change their meanings. Consist of PREFIXES: Added to the beginning of a word, SUFFIXES: Added to the end. EX OF PREFIX: Prefix “per-“ can be added to “cent”= “percent.” EX OF SUFFIX: “-ury” can be added to “cent”= “century.” READING FLUENCY: - FLUENCY: Ability to read with ease and automaticity. READING FLUENCY is composed of 3 factors: 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. To improve reading fluency: 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 TEACHING ENGLISH TO SPEAKER OF OTHER LANGUAGS: “L”= Level: - 5 STAGES LANGUAGE ACQUSITION: 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

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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. READING LITERATURE AND INFORMATIONAL TEXT: Main purpose of reading: obtain info or experience of story. Readers need to comprehend what is being read. COMPREHENSION STRATEGIES: - Can students recognize plot, characters, setting, relationships among ideas, events, concepts? 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. TO SUMMARIZE: 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. Allows for insights into an author’s purpose or message. EX: A reader is able to comprehend a text with a greater depth if he/she knows 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. -IDENTIFYING POINT OF VIEW (POV): Who is telling the story? A) FIRST-PERSON POV: Character tells the story from his/her direct experience using pronouns (I, my, mine, we). B) SECOND-PERSON POV: Perspective is from the external “you”( reader or unknown other). C) THIRD- PERSON OBJECTIVE POV: Detached narrator related the actions and dialogue of story, not thoughts/feelings of characters. D) THIRD-PERSON LIMITED OMNISCIENT: Like “C” but with thoughts and feelings. E)  THIRD-PERSON OMNICIENT: Detached and all-knowing. Tells story from all characters POVs. Any text told from a third-person POV: “he”, she”, “it” “they” words. SUPPLEMENTAL INFO FROM TEXTS: - TEXT FEATURES: Photos, drawings, maps, charts, graphs. - ORGANIZATIONAL FEATURES: Headings, titles sidebars (boxes that add or explain info. Set aside from amin text), Hyperlinks (Links that take readers to another location). ANALYZING TEXT ORGANIZTION: 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. Each TEXT STRUCTURE can use SIGNAL  WORDS: Provides clues to how the author has organized info. TEXT COMPLEXITY: - Reading comprehension= Developmentally appropriate reading levels. - 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). READER AND TASK CONSIDERATIONS: Teachers match texts to particular students, classes, and/or tasks based on their inherent needs. WRITING: Communicates ideas, opinions, experiences, and beliefs.

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TYPES OF WRITING: Each style is based on an author’s purpose and needs of audience. - 1. EXPOSITORY WRITING: Primarily to explain an idea or concept or inform reader about a topic. Most often used in formal essays. 2. 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). 3. DESCRIPTIVE WRITING: Emphasizes imagery to produce vivid pictures in reader’s imagination. 4. PERSUASIVE WRITING: Used to convince/persuade a reader towards the author’s opinion/point of view. Used in speeches and advertisements.

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WRITING PROCESS: Begins w/ an idea, ends w/ a final draft. 5 STAGES: 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. USING SOURCES: Students learn to PARAPHRASE (Briefly restate in own words) to avoid PLAGIARISM (intentional copying) and CITATIONS (name an original source). 1) PRIMARY SOURCES : Original materials. Represent events, experience, place, time period. Direct/first -hand accounts in form of text, image, record, sound, or item. 2) SECONDARY SOURCES: Inform about events, experience, etc. but info comes from someone who was not directly involved & who uses primary sources to discuss materials. 3) RELIABLE SOURCES: Trustworthy materials. Come from experts. Have credibility. 4) UNRELIABLE SOURCES: Untrustworthy materials from a person/institution. Does not have educational background, expertise, or evidence. EX: Self-published materials. LANGUAGE: - Learn language in both formal and informal contexts through conversational, academic, and content area language. BUILDS VOCAB by learning how to use context and word structure to determine meaning of unknown words and phrases. -PARTS OF SPEECH: Building blocks of sentences, paragraphs, and texts. Need understand parts of speech to form an understanding of basic sentence construction. 8 PARTS OF SPEECH: 1) NOUNS: Describe people, places,

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ideas, and things. Most often they fill the position of subject or object w/in sentence. SUBCATEGORIES OF NOUNS: Common Nouns (chair, car, house) , Proper Noun (Julie, David) , Abstract Nouns (love, intelligence, sadness) , Concrete Nouns ( paper clip, bread, person) , Compound Nouns ( brother-in-law, rollercoaster) , Non-countable Nouns (money, water) , Countable Nouns ( dollars, cubes) , Verbal Nouns ( writing, dividing) . These nouns can crossover one another (EX: chair= common, concrete, & countable). 2) PRONOUNS: Replace nouns in a sentence or paragraph. Writer achieves flow and avoids repetition. CATEGORIES OF PRONOUNS: A) PERSONAL: Act as subjects or objects in a sentence (She received a letter) B) POSSESSIVE: Indicate possession (My  coat is red; Our car is blue). C) REFLEXIVE/INTENSIVE: Intensifies a noun or reflects back upon a noun (I made myself the dessert) . D) RELATIVE: Begin dependent clauses. May appear in subject or object case. (EX:  ho made the clocks, works in the basement. Relative pronoun: “who” is substituted for Charlie. When Charlie, w person is object of clause: whom   is used. EX: “My father, whom I care for…” When clause is non-human: that or which is used. EX: “I live in Texas, which  is a large state. D) DEMONSTRATIVE: Draws attention to someone or something. Can also indicate distance/proximity. E) INTERROGATIVE: The 5 “W’s”. (Who, what, where, when, why, and how). 3) VERBS: Express action and can convey mood. Can be present or past tense. TYPES OF VERBS: A) INDICATIVE: State facts (My brother plays tennis). B) SUBJUNCTIVE: Makes statement of speculation or wish. Subjunctive mood is formed by using “that” (EX: I wish that I had a dog.) C) IMPERATIVE: State command (EX: Play tennis!). Verbs are conjugated to indicate person (1st , 2nd  , & 3rd  ) and number. EX: 1st person: I give , 2nd  : You rd give, 3 : He/she/it gives. D) LINKING: Join subject to the subject complement. EX: The dog is cute. E) TRANSITIVE & INTRANSITIVE: Transitive: Takes an object. EX: Lay-to put: lay something, raise- to lift: raise s omething; set-to put: set something. I ntransitive: Have “i” as 2nd  letter. Does not take an object. EX: Lie-to recline, rise-to go or get up. Sit- to be seated. 4) ADVERBS: Modify or describe. Describe verb. EX: He q  uickly ran to the house. Other adverbs:  Rather or Instead.  5) ADJECTIVES: Any word that modifies or describes a noun. EX: Five thoughtful students. Instead of pronoun, can be adjective: Her dog barks until midnight. 6) CONJUNCTIONS: Join words to make phrases, clauses, sentences. 3 TYPES: A) COORDINATING: and, but, or, for, nor, yet, so. B) COREELATIVE: whether/or, either/or, both/and, not only/but also. C) SUB-ORDINATING: Join dependent clauses to the independent clauses EX: Because we love pizza, we treat ourselves during football season to several orders. 7) PREPOSITIONS: Set up relationships in time. EX:  After the party; Under  the couch. Acts as an adverb when it provides more info about a verb EX: We took the turkey bones o  utside b/c of the smelly garbage. 8) INTERJECTIONS: Adds expression of emotion. May be punctuated with exclamation points and fall into any part of a sentence. PHRASES AND CLAUSES: PHRASE: Group of words that communicates a partial idea and lacks either a subject or predicate. Are categorized based on the main word in the phrase. Can be strung together. EX: the animals crossed the  large bridge to eat the fish on the wharf. A P  REPOSITIONAL PHRASE begins w/ a preposition & ends w/ an object. EX: The dog is hiding under the porch. V  ERB PHRASE: Main verb w/ helping verbs. EX: The chef would have created another  meal, but the staff protested. P  ARTS OF VERBAL PHRASES: A) GERUND PHRASE: Acts as noun (Has an “n (noun)” in it like the word “gerund”). EX: Writing numerous Christmas cards occupies her aunt’s time every year. B) PARTICIPAL PHRASE: Acts as an adjective. EX: Enjoying the stars that filled the sky, Dave lingered outside for a while. C) INFINITIVE PHRASE: Acts as an adverb. EX: To visit Europe has always been her dream. NOUN PHRASE: noun & its modifiers. EX: The big, red barn rests beside the  vacant chicken house.  APPOSITIVE PHRASE: Noun phrase that renames the word or group of words that precedes it. Usually follow the noun they describe and are set apart by commas. EX: My dad, a clock maker, loved antiques. CLAUSES AND SENTENCE STRUCTURE: CLAUSES: Both subject and a predicate. Can be either independent or dependent. INDEPENDENT: Main. Can stand alone as its own sentence. EX: The dog ate her homework. DEPENDENT: Subordinate. Cannot stand on its own. Start w/ a subordinating conjunction, relative pronoun, or relative adj. EX: Because the dog at her homework-.

- SIMPLE SENTENCE: Has only one independent clause and no dependent clauses. May contain phrases, complements, and modifiers, but also one independent clause, one complete idea. EX: The act ran under the porch. - COMPOUND SENTENCE: 2+ independent clauses and no dependent clause. EX: The cat ran under the porch, and the dog ran after him. - COMPLEX SENTENCE: Only one independent clause & one or more dependent clauses. EX: The cat, who is scared of the dog, ran under the porch. - COMPOUND-COMPLEX SENTENCE: 2+ independent clauses and one or more dependent clause. EX: The cat, who is scared of the dog, ran under the porch, and the dog ran after him. ●

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PUNCTUATION: Mechanical choices. TYPES  OF: 1) PERIOD: . Most common terminal punctuation. Ends declarative (statement) & imperative (command) sentences. 2) QUESTION MARK:? Common Terminal punctuation. Ends interrogative sentences (questions). 3) EXCLAMATION POINTS: ! End exclamatory sentences. Conveys intense emotion or energy. 4) COLON: : Shows relationship btwn. 2 clauses and to highlight info in 2nd clause- usually a list, definition, or clarification. EX: The buffet offers three choices: ham, turkey, or roast beef. 5) SEMICOLON: ; Shows general relationship btwn. two independent clauses EX:  The disgruntled man tapped angrily on the counter; she had to wait nearly ten minutes to speak with a manager. 6)  APOSTROPHES: ‘ Shows possession EX: BOY’S WATCH, John And Mary’s house. Replaces missing letters, numbers, and signs EX: do not=don’t; 1989= ’89. Form plurals of letters, numbers, and signs EX: A’s. 7) EN DASH: - Indicates range of dates of dates. 8) EM DASH: -- (Longer than en dash). Indicates an abrupt break in a sentence. 9) PARENTHESES: () Encloses info. 10) BRACKETS: []. Encloses added words to a quotation and to add info. w/in parentheses. 11) SLASH: /. Separates lines of poetry in text. 12) ELLIPSES: Indicates info. removed from a quote, missing line of poetry, or creates reflective pause. 13) QUOTATION MARKS: “ ” Sets of dialogue, enclose titles of short stories, enclose direct quotations w/in text or document. If a quotation is used w/in a quotation=single quotation (‘ ’) is used. LISTENING AND SPEAKING: First pathways to literacy. ACTIVE LISTENING: Is focused to hear a perspective, feeling, or point of view. TYPES OF: 1) FOCUSING: Keeps attention on who is speaking. 2) USING POSITIVE NONVERBAL CUES: Looking at speaker and uses appropriate facial expressions & body language. 3) ALLOWING SPEAKER TO FINISH INTERRUPTED: Wait for speaker to finish, concentrate on message before responding. 4) NOT JUDGING: Listen & respond w/ respect. Agree or disagree using methods that maintain respect w/in group.5) PARAPHRASING: Very understanding by restating main points concisely in different words. Know difference btwn. active listening and oral presentation

- ORAL PRESENTATION SKILLS: Allows for effective communication. TYPES OF: 1) LOGIC STRUCTURE: Ideas follow a logical line of reasoning. 2) SUPPORTING EVIDENCE: Info. is supported by relevant evidence. 3) WORD CHOICE: Only necessary words & sentences are included. 5) COLLABORATION: Group presentations are creative, cohesive, and logical. 6) EYE CONTACT: Eyes directed at audience 7) ARTICULATION: Clear Enunciation. 8) VOLUME: Natural volume of voice (not too loud/soft). 9) AUDIENCE: Style of presentation=needs of audience. 10) DISPLAYS: Visuals, props, and/or sounds to enhance presentation. NOTES FROM PRAXIS 5001 (COMBINED) STUDY GROUPS-FACEBOOK AND UTAH PPs: -Reading and writing develop concurrently. -Reading and writing skills begin before a child enters school. -Reading is NOT dependent upon a full mastery of phonics. -The best way to show young children the relationship between printed letters and meaning is for teachers to model reading--read to their students. -Students learn the processes of reading by imitating their teachers (holding a book, looking at the pictures, pretending to read) -Emergent readers can construct

meaning from a narrative book simply by looking at the picture. - Early readers being at the phonetic level - when writing they typically only write with consonants (though they may spell some high-frequency words correctly) ●

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Grapheme - a letter or group of letters representing one sound. Phonic Blends - groups of consonants whose sounds blend together. Digraph - two letters that spell only one sound (sh, ch, th, ck, ai, ay, ea, oa). D...