Praxis Ii Elementary Ed. Reading And Language Arts

Front 1

Alphabetic Principle

Back 1

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

Front 2

syllabication

Back 2

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

Front 3

telegraphic speech

Back 3

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

Front 4

Phonemic awareness

Back 4

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?

Front 5

phonemes

Back 5

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

Front 6

pre-alphabetic

Back 6

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.

Front 7

Early alphabetic phase/partial alphabetic phase

Back 7

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.

Front 8

Late alphabetic phase/Full alphabetic

Back 8

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

Front 9

Orthographic phase /Consolidated alphabetic

Back 9

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.

Front 10

Metacognition

Back 10

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