Praxis Ii Elementary Education Multiple Subjects: Reading Skill Set 1

Front 1

Word Conciousness

Back 1

With access to book children understand story through pictures.
Gradually connect spoken words and printed words

Front 2

Language and conventions of print

Back 2

Children Learn:
1) How to hold a book
2) Read left to right
3) Continue one line to the next

Front 3

Word Knowledge

Back 3

information about words/letters

Front 4

Functions of Print

Back 4

Children discover print can be used for variety of purposes (entertainment/information)

Front 5

Schemata

Back 5

General info stored in the mind

Uses to interoperate material

Can be reconstructed with reading

Front 6

Lexical Knowledge

Back 6

Internal dictionary
Knowledge of word meaning

Front 7

Orthographic Knowledge

Back 7

Knowledge of spelling patters and punctuation

Front 8

Syntax and Contactual Information

Back 8

Using background information to choose a word that makes sense.
Poor readers struggle with:Who,what,where,when,why

Front 9

Text Organization

Back 9

Different text types
Building meaning
Poor readers: may not differentiate text
miss interoperate ideas
miss interoperate details

Front 10

Phonological Awareness

Back 10

Rhyming, Phonemic deletion, substitution, segmenting, onsets and rimes.

Ability to recognize sound of spoken language
"sound out" words

Front 11

Phonemic awareness

Back 11

The acknowledgment of sound and words
ex: realizing some words rhyme

Front 12

Phonems

Back 12

smallest unit of language capable of conveying distinction in meaning

Front 13

Phonics

Back 13

method of teaching reading/ spelling based on phonetic interpretation of ordinary spelling

Front 14

Automaticity

Back 14

Development of strong orthographic representations allowing for fast and accurate identification of whole words made of letter patters.

Front 15

Prosody

Back 15

Concerns versification of text and involves which syllable of a word is accented.

Front 16

Word Types

Back 16

1. Regular reading/spelling (cat, print)
2. Regular reading (float, brain)
3. Rule based (canNing, fakING)- e is dropped
4. Irregular (beauty)

Front 17

3 Cueing system
Orthographic Awareness

Back 17

recall letter strings
recall word forms
sight words

Front 18

3 Cueing System
Syntactic Cueing

Back 18

Part of speech
Location in sentence

Front 19

3 Cueing System
Semantic Cueing

Back 19

Determining meaning of a word, phrase, sentence and what a passage is about

Front 20

Stages of Orthographic Development

Back 20

1)Drawing
2)Scribble
3)Letter-Sound correspondence in word writing

Front 21

Bloom's Taxonomy

Back 21

1)Knowledge
2) Comprehension
3) Application
4) Analysis
5)Synthesis
6) Evaluation

Front 22

Word Analysis

Back 22

Figure out unfamiliar words

Front 23

Word Recognition

Back 23

Automatically determine pronunciation

Front 24

Decoding

Back 24

transforming symbols into messages

Front 25

Encoding

Back 25

changing messages into symbols

Front 26

Poetry Structure

Back 26

patterns of sound and rhythm
visible shape
rhyme/ free verse

Front 27

Poetry Literary Techniques
Slant Rhyme

Back 27

not exact rhyme

Front 28

Poetry Literary Techniques
Alliteration

Back 28

using similar sounds to start a word

Front 29

Poetry Literary Techniques
Assonance

Back 29

middle sounds match "food" "tune"

Front 30

Poetry Literary Techniques
Onomatopoeia

Back 30

sounds "pow" with meaning

Front 31

Poetry Literary Techniques
Rhythem

Back 31

where stressors occur

Front 32

Parallelism

Back 32

Ideas balancing eachtoher similar words

Front 33

euphemism

Back 33

make something unpleasant more pleasant

Front 34

Climax

Back 34

number of phrases/sentences in ascending order

Front 35

Bathos

Back 35

ludicrous way to evoke pitty

Front 36

Malapropism

Back 36

Word is replaced by word similar in sound, different in meaning.

Front 37

Informational Texts

Back 37

based on research usually
explain concept or phenomena

Front 38

Newspaper Article

Back 38

rely completely on factual information. Usually choppy to present information in quick, efficient manner.

Front 39

Essays

Back 39

Usually take an opinion.

Front 40

Biographies

Back 40

describe lives of individuals

Front 41

Memoirs

Back 41

like an autobiography, based on specific idea, concept, issue or event in life.

Front 42

Letters

Back 42

often when students study they study writers opinions and feelings

Front 43

Journals

Back 43

Present personal ideas, give students opportunity to see peoples' thought process about various events/issues

Front 44

Traditional Literature

Back 44

Right wins over wrong, hard work and perseverance are rewarded.

introduces children to fanciful being, powers, talking animals, inspiring heroes. Ideal in Big Book format

Front 45

Folktales/Fairy Tales

Back 45

supernatural animals/humans. usually a hero with good and evil, reward and punishment,

The Three Bears
Little Red Riding Hood
Snow White
Puss in Boots

Front 46

Fables

Back 46

Animals act like humans usually teach a lesson

Front 47

Myths

Back 47

about events from earliest times such as origin of the word or why the sun shines.

Front 48

Legends

Back 48

similar to myths but usualy about events that occurred more recently

Front 49

Tall Tales

Back 49

purposely exaggerated accounts of individuals with superhuman strength:

Paul Bunyan

Front 50

Modern Fantasy

Back 50

stories start based on reality then tie into fiction

The Borrowers

Front 51

Science Fiction

Back 51

Robots, spacecraft, mystery

A Wrinkle in Time

Front 52

Modern Realistic Fiction

Back 52

about real problems children face