Praxis Ii Elementary Ed. Reading And Language Arts 1

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Alphabetic Principle

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The idea that, in English, words are made up of letters that approximate the sounds heard when we speak these words

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syllabication

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the act, process, or method of forming or dividing words into syllables.
ex/ nobody = “no/bo/dy”

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telegraphic speech

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is speech during the two-word stage of language acquisition in children.
ex/ I hungry

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Phonemic awareness

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the ability to hear, identify, and manipulate individual sounds-phonemes--in spoken words
ex/Blending: What word am I trying to say? Nnnnn-oooo--t
Segmentation (first sound isolation): What is the first sound in not?

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phonemes

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the smallest parts of sound in a spoken word that make a difference in a word's meaning

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pre-alphabetic

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A person is considered to be in this phase if she identifies few letter names or distinguishes few phonemes in words. Also, a person is considered to be in this phase if she recognizes few written words, each primarily in a limited context.
ex/An example is the word stop. A person in the pre-alphabetic phase might readily identify the word in the context of a stop sign but not when written in non-descript type in the context of, say, a newspaper article or a flashcard. Similarly, a person in this phase may recognize her name when written but not know the sounds made by each of the letters.

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Early alphabetic phase/partial alphabetic phase

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A person in the partial alphabetic phase will identify the names and major sounds of most consonants. She is increasingly likely to use some of these letter-sound associations as decoding and spelling cues. She is decreasingly likely to use non-alphabetic context cues.
ex/For example, a person might pronounce ball as /bal/ instead of /bol/. Conversely, she may use invented spellings such as “bol” for ball.

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Late alphabetic phase/Full alphabetic

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A person early in this phase is apt to decode many words letter-by-letter. She will likely use initial and final letters as decoding cues. Later in this phase, a person is apt to recognize many words by sight, produce fewer miscues when decoding aloud, and fewer miscues yet that are nonsense words.
ex/For example, and error in decoding hope might be /hop-e/ earlier in the full alphabetic phase but later is likely to be hop or another real word

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Orthographic phase /Consolidated alphabetic

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In the consolidated alphabetic phase of decoding, the sequence of letters in a word becomes salient. A person in this phase groups common patterns of letters and sounds as units. This allows her to decode multi-syllable, novel, and nonsense words by analogy. A person in this phase decodes many words by sight.
ex/For example, a student in the consolidated alphabetic phase whose sight words included might, fight, tight and sight would be likely to be able to identify a new word, blight, with the familiar rime, ight, with neither direct instruction nor letter-by-letter decoding.

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Metacognition

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awareness or analysis of one's own learning or thinking processes. Metamemory, defined as knowing about memory and mnemonic strategies, is an especially important form of metacognition

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Semantics

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is the study of meaning. It focuses on the relation between signifiers, like words, phrases, signs, and symbols, and what they stand for, their denotation.

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Morphological

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is the identification, analysis and description of the structure of a given language's morphemes and other linguistic units, such as root words, affixes, parts of speech, intonation/stress, or implied context (words in a lexicon are the subject matter of lexicology)

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connotative

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having the power of implying or suggesting something in addition to what is explicit.

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etymology

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is the study of the history of words, their origins, and how their form and meaning have changed over time

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alliteration

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is the repetition of a particular sound

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Expository

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Exposition is a type of oral or written discourse that is used to explain, describe, give information or inform.

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faulty parallelism

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is the lack of parallel structure—it creates sentences without a sense of balance.

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Pragmatics

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is the study of the aspects of meaning and language use that are dependent on the speaker, the addressee and other features of the context of utterance

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Sight word

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is a word whose spelling is not straightforward and, therefore, does not enable a learning reader to determine what spoken word it represents just by sounding it out according to the rules.

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overregularization

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A part of the language-learning process in which children extend regular grammatical patterns to irregular words, such as the use of goed for went. Also known as regularization.
ex/Buddy hitted me

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Underextension

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is a phenomenon that occurs during the early phases of language development. Around the age of 18 months, a child's vocabulary begins to grow considerably, adding an average of 100 words each month. However, sometimes these words can be applied incorrectly
ex/a child might learn the word dog, but might only use it to refer to his own dog rather than all of the other dogs that he encounters.

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Order of acquisition

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is a concept in language acquisition that all learners of a given language will learn the grammatical features of that language in roughly the same order. This phenomenon has been confirmed for people learning their first language, and also, to some extent, for people learning a second language.
1."silent period", in which they speak very little if at all
2. private speech (sometimes called "self-talk")
3. While appearing silent, they are rehearsing important survival phrases and lexical chunks. These memorized phrases are then employed in the subsequent period of formulaic speech

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Morpheme

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"Unbreakable" comprises three morphemes: un- (a bound morpheme signifying "not"), -break- (the root, a free morpheme), and -able (a morpheme signifying "can be done").

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Declarative

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sentences that form a statement;
ex/ Tomorrow I will go to the store.

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Imperative

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Imperative sentences in the English language are the sentences that make a command or request
ex/ Get me some water.

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Interrogative

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Interrogative sentences in the English language are the sentences that form a question;
ex/ What did the teacher say to you yesterday?

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Exclamatory

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Exclamatory sentences in the English language are the sentences that attempt to powerful feelings, or emotions;
ex/ I'm leaving!

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simple sentence

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A simple sentence, also called an independent clause, contains a subject and a verb, and it expresses a complete thought
ex/Some students like to study in the mornings.

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compound sentence

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A compound sentence contains two independent clauses joined by a coordinator. The coordinators are as follows: for, and, nor, but, or, yet, so. (Helpful hint: The first letter of each of the coordinators spells FANBOYS.
ex/Alejandro played football, for Maria went shopping.

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complex sentence

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A complex sentence has an independent clause joined by one or more dependent clauses. A complex sentence always has a subordinator such as because, since, after, although, or when or a relative pronoun such as that, who, or which.
ex/When he handed in his homework, he forgot to give the teacher the last page.
ex/The teacher returned the homework after she noticed the error.

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Expressive skills

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Expressive language is what we say to others
ex/ Miss Caron creates a list of ten words and then asks her student to tell her the opposite of each one

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Receptive skills

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Receptive language is the ability to listen and understand language or Receptive Language refers to how a person comprehends and processes language.

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Rhetoric/Rhetoric skills

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is the practice of using language to please or persuade