Praxis 5002: Reading/Language Arts

schemata

generic information stored by the mind

lexical knowledge

one's knowledge of word meanings (dictionary)

orthographic knowledge

knowledge of spelling patterns and pronunciations

syntax and contextual knowledge

when children encounter unknown words in a sentence, they rely on their background knowledge to choose a word that makes sense.

semantic knowledge

reader's background knowledge of a topic, combined with the text information. Compared and incorporated into the reader's schema.

phonemic awareness

acknowledgement of sounds and words, for example, a child's realization that some words rhyme.

phonemes

the smallest unit of language capable of conveying distinction in meaning

phonological awareness

the ability of the reader to recognize the sounds of spoken language

rime

the vowel and everything after it /eep/ word family includes sleep, jeep, keep.

word analysis

the process readers use to figure out unfamiliar words based on written patterns.

word recognition

the process of automatically determining pronunciation and some degree of the meaning of an unknown word.

decoding

changing communication signals into messages.

encoding

changing messages into symbols

phonics

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

high frequency words

the words used most often in the English language

sight words

words that the reader learns to read spontaneously, either because of frequency or lack of conformity to orthographic rules.

keyword method

uses words and illustrations that highlight salient features of meaning. Many words cannot be learned this way.

pre-phonemic spelling

children know that letters stand for a message, but they don't know the relationship between spelling and pronunciation

early phonemic spelling

children are beginning to understand spelling. They usually write the first letter correctly, with the rest o the word compromising consonants or long vowels.

letter-name spelling

children spell some words consistently and correctly. They are developing sight vocabulary and a stable understanding of letters as representations of sounds. Long vowels are usually used accurately, but silent vowels are omitted. They spell unknown words by attempting to match the name of the letter to the sound.

transitional spelling

children typically enter this phase in late elementary school. They master short vowel sounds and know some spelling rules. They are developing a sense of correct and incorrect spellings.

derivation spelling

this stage is usually reached between high school and adulthood. This is the stage when spelling rules are being mastered.

open syllable pattern

ends with a single vowel, typically a long vowel (so, she, spy)

closed syllable pattern

vowel followed by a consonant. This is most common. (bad, big, is)

vowel team syllable pattern

two or more letters create one vowel sound. (meat, south, plain)

R-controlled syllable pattern

vowel is followed by an /r/. (four, far, bur-ger)

vowel-silent e syllable pattern

also referred to as vowel-consonant e. The first vowel becomes long and the e is silent. (fame, ape, pride)

consonant+le syllable pattern

consonant followed by /le/. (sam-ple, puz-zle, ta-ble)

automticity

automatic reading involves the development of strong orthographic representations, which allows fast and a curate identification of whole words made up of specific letter patterns.

prosody

concerns versification of text and involves such matters as which syllable of a word is accented. In terms of fluency, it is that spec which translates reading into the same experience as listening in the readers mind.

regular (for reading and spelling) word types

e.g. cat, print

regular (for reading but not for spelling) word types

e.g. float, brain--could be spelled flote or brane

rule based word types

e.g. canning--doubling rule; faking--drop e rule

irregular word types

e.g. beauty

comprehension occurs when:

students are able to make predictions, select main ideas, and establish significant and supporting details of the story.

comprehension instruction should include:

1. large amounts of time for actual text reading 2.teacher-directed instruction in comprehension strategies. 3. opportunities for peer and collaborative learning. 4. occasions for students to talk to a teacher and one another about their responses to reading.

Bloom's Taxonmy

(ascending order of sophistication)

1. knowledge

2. comprehension

3. application

4. analysis

5. synthesis

6. evaluation

fiction

works that are made up by the author, or are not true

non-fiction

written accounts of real people, places, objects, or events.

conventions of fiction stories

plot, characters, settings, and themes

conventions of non-fiction stories

plot, characters, settings, themes, interpretations, opinions, theories, research, and other elements.

informational texts

nonfiction. These types of books explain concepts and phenomena. Might explain the history of a state or the idea of photosynthesis. These types of text are usually based on research.

Newspaper articles

nonfiction. These short texts rely completely on factual information and are presented in a very straightforward, sometimes choppy manner. The purpose of these texts is to present information to readers in a quick and efficient manner.

Essays

nonfiction. Typically takes an opinion. and describes how the opinion was arrived at or why the opinion is a good one.

biographies

nonfiction. Describes the lives of individuals. Usually based on extensive research.

memoirs

nonfiction. Like an autobiography, but typically focuses on a specific idea, concept, issue, or event in life.

letters

nonfiction. When these are used in the classroom students are looking at the writer's style or the writers true opinions/feelings about certain events.

journals

nonfiction. Present personal ideas. When available they give students the opportunity to see peoples' thought process about various events or issues.

traditional literature

Opens up a world where right wins out over wrong, hard work and perseverance are rewarded, and helpless victims find vindication. These are worthwhile values that children identify with. Within these texts children are introduced to fanciful beings, humans with exaggerated powers, talking animals, and heroes that will inspire them.

Folktales/Fairy Tales

Adventures of animals or humans and the supernatural typically characterize these stories. The hero is usually on a quest aided by other-worldly helpers. More often than not, the story focuses on good and evil and reward an punishment. Ex. The 3 bears, Snow White, Sleeping Beauty

picture books

Designed primarily for preschool children. Tells a story with illustrations as well as with text. Typically a child's first introduction to books and print.

fables

Animals that act like humans are featured in these stories; animals usually reveal human foibles or to teach a lesson.

myths

These are stories about events from the earliest times, such as origin of the world, are often considered true in various societies.

legends

Similar to myths except they are usually about events that occurred more recently. (ex. Arthurian legends)

Tall Tales

Purposely exaggerate accounts of individuals with superhuman strength. Ex Paul Bunyan, John Henry, and Pecos Bill.

Modern Realistic Fiction

Stories about real problems that children face. By finding their hopes and fears are shared by others, young children can find insight into their own problems. Young readers also tend to experience a broadening of interests as a result of this type of reading. It is good for them to know that a child can be brave and intelligent and solve difficult problems.

Historical Fiction

Provides n opportunity to introduce younger children to history in a beneficial way. Ex. Rifles for Watie. Presented in historically accurate setting, it's about a 16 yr old boy who serves in the Union Army. He experiences great hardships but discovers that his enemy is an admirable human being.

Biography

Reading about inventors, explorers, scientists, political and religious leaders, social reformers, artists, sports figures, doctors, teachers, writers, and war heroes helps children to see that one person can make a difference. It also opens new vistas or children to consider when they choose a future occupation.

Informational Books

these are way for children to learn ore about something they are interested in or something they know little about. Encyclopedias are good resources of course, but a book like POLAR WILDLIFE by Kamini Khanduri also shows pictures and facts that will capture the imagination of young readers.

inference

process that involves a reader making a reasonable judgement based on information given.

characters

The "who" of a story.

Setting

The "where" of a story. Includes not only the physical location but also the time period.

plot

main events in the story. Typically includes an introduction, rising action, a climax, falling action, and conclusion.

informational text

based on non-fiction, no characters, does not include a well defined plot line.

Drama

comes from the Greek word dran, meaning "to do". It's the acting out of a written story. Can involve a range of "enactments" of text or spontaneous role portrayal.

theater

involves various elements such as speech, gesture, dance, music, sound, and spectacle. This art form combines many of the arts into a single live performance.

plays

comedy, modern, or tragedy. Performed 3 to 5 acts. Plot development is advanced through dialogue. Literary devices include asides, soliloquies, and the chorus.

Dramaturges

includes: Ibsen, Williams, Miller, Shaw, Stoppard, Racine, Moliere, Sophocles, Aeschylus, Euripides, and Aristophanes.

poetry structure

1. the pattern of the sound and rhythm

2. the visible shape it takes

3. rhyme and free verse

verse form

rhythmic pattern of a single verse

stanza

group of a certain number of verses (lines) with a rhyme scheme.

Visible shape poetry

in the 17th century some poets shaped their poems on the page to reflect the theme. The rhythm, effect, and meaning are often sacrificed by being forced into the visual contours of the poem's shape. Ex. George Herbert's "Easter Wings."

alliteration

initial sounds of a word are repeated in close succession. Ex. Nate never knows or People who pen poetry

iambic pentameter

A poetic meter that is made up of 5 stressed syllables each followed by an unstressed syllable

free verse

poetry written in a flexible form. Came upon the scene in France in the 1800s. Influenced English language poets. Ex. T.S. Eliot "The Wasteland"

slant rhyme

this occurs when a rhyme is not exact; the final consonant sounds are the same but the vowels are different. Occurs frequently in Irish, Welsh, and Icelandic verse. Ex green and gone, that and hit, ill and shell

assonance

occurs when the vowel sound in a word matches the sound in a nearby word, but the surrounding consonant sounds are different. Especially effective when rhyme is absent. Ornamental. Ex. Tune and Food.

onomatopoeia

words used to evoke meaning by their sounds. Ex. pow, zap, zonk, and eek.

rhythm

refers to the recurrence of stresses at equal intervals.

stress (accent)

a greater amount of force given to one syllable in speaking than given to another. All English words contain at least one stress (except articles and some prepositions such as by, from, and at)

slack syllable

unstressed or unaccented syllable

scansion

indicating where stresses occur.

heading

Title. Often found at the top page of a text, regardless of print or digital format.

sidebars

bits of critical information found alongside a larger passage. Can be sentences, bullet points, or even simple definitions.

cause and effect

strategy used to organize information in a way that demonstrates an outcome. Outcome is not always predictable.

problem and solution

information is laid out sequentially. The solution will not always be predictable nor positive.

First person POV

Pronoun: I, me

Second person POV

pronoun: you

third person POV

pronoun: he, she, they

theme

main element in which the entire story revolves around. Ex war, love, or friendship

key theme

often the main idea of a story; although not stated explicitly.

quantitative text complexity

often measured by computer software

Ex. text cohesion, word length, readability, sentence length, word frequency, total word count.

qualitative text complexity

cannot be measured by computer software

Ex. levels of meaning, levels of purpose, clarity of language, predictability, structure, familiarity with topic, appropriate age level/maturity level

reader and task text complexity

must be measured by teacher.

Ex. Student motivation, interest level, background knowledge, purpose of task, level of rigor in questions being asked.

text leveling

strategy that can be used for both literary and informational text. Arranged from easiest to most difficult. Unlike systems that may break up texts by grade level, this could include benchmarks and numbers that all tie to a common grade.

Lexile Framework

common measure use to determine reading level. Scores vary over 1000 points, and students are placed on the scale from beginning reader to advanced reader.

Four main types of writing:

persuasive, narrative, expository, and descriptive.

persuasive writing

author takes a definitive stance on an issue or subject, and supports that stance through rational written arguments that intend on influencing the reader to agree.

narrative writing

tells a story about an event or experience that happened to the author. Story can be factual/non-fiction or imaginary/fiction. The story line should provide insight into the relatable experience of the author or protagonist.

expository writing

factual and specific with the objective of informing the reader of information pertaining to the specific topic o the writing. Ex. recipes, manuals, encyclopedia.