5002(FREE!) Reading and Language Arts Praxis Cards

Helps a student improve ability to summarize informational text

Guided questions (questions students answer as they read) carefully selected by a teacher would help a student summarize informational text.

words to use when comparing and contrasting text structure

to compare- both, similarly, as well as
to contrast- as opposed to

QUANTITATIVE measures of text complexity

sentence length and frequency of unfamiliar words

When students read a quantitatively complex novel the sentences are longer and the vocabulary words are harder.

Since these are measurable elements they are quantitative. You can count how many words the student doesn't know or how many long sentences the student can not read.

Look at the student sample below. Mini lessons in which TWO areas with help the students improve their writing?

Once upon a time there was a lady named Margaret and she was running on her treadmill. Her dog wanted to run with her and she said, "NO!" The dog stepped on the treadmill with her and they both fell down! The dog was in the dog show and saw a treadmill at the dog show. Margaret was afraid the dog would want to run on it and she was right. The dog walked on the treadmill and the dog was kicked out of the show.

Try to rewrite this correctly for extra practice. :)

The student needs a mini lesson on revising run-on sentences and using transition words between sentences.

Mini Lesson Example:
If there is a sentence on both sides of a FANBOY (for, and, nor, but, or, yet) it is a compound sentence and you need a comma. If you do not put a comma then it is called a RUN-ON SENTENCE.

Examples:
She walked, and he ran.
I jumped around, or I sat still.
I like pizza everyday, but Bob and Mike do not.

The student also needs to transition from when the dog is at home and when the dog is at the dog show. The student should rewrite the passage as follows:

Once upon a time there was a lady named Margaret, and she was running on her treadmill. Her dog wanted to run with her, and she said, "No!" The dog stepped on the treadmill with her, and they both fell down! A month later, the dog was in a dog show *and saw a treadmill at the show. Margaret was afraid the dog would want to run on it, and she was right. The dog walked on the treadmill, and the dog was kicked out of the show.

*you DO NOT need a comma here because "saw a treadmill at the show" is not a complete sentence. You only need a comma before your conjunction (for, and, nor, but, or, yet) if there is a sentence on BOTH sides of the conjunction (for, and, nor, but, or, yet).

Expository Essay

must include verifiable facts that are on-topic

These facts must come from a reliable source (best if the website has a citation of the author's sources, and the author uses accurate spelling and grammar).

Example of a MLA citation (Book)

Dahl, Roald. The Witches. New York: Farrar Straus Giroux, 1983. Print.

Last name, First name. Title of Book. City: Publisher, Date. Print.

Fishbowl

two groups- inner circle and outer circle of chairs- one group listens and one groups discusses (then they can switch)

Think-pair-share

Let students:

1. Think about their ideas
2. Pair and Share with a partner
3. Share with the class

Literature Circle

each student has a specific role in discussing a book

What makes a for a GREAT oral presentation?

1. Voice modulation- raise voice or change you tone to signal an important point in your presentation (don't sound monotone!); speak clearly
2. Make eye contact with your class
3. Good posture makes you look confident and asserts credibility

*Pictures on a presentation board can help the student remember key points of their discussion without them having to read directly from the board.

How should students use visual aids in presentations?

1. They should be clear
2. They should be targeted to reinforce or exemplify (give examples of) specific points discussed in your speech

STUDENTS SHOULD NOT- have too many visual aids, have too complex or detailed visual aids; should not be unexpected and surprise your audience

Active Reading

when children do this they imagine and visualize what happens in the story, they may use guided reading questions for comprehension (understanding the story), and they can give you details about what they read

Active Reading strategies

A plan used to comprehend literature: visualize, connect, summarize, respond, evaluate, predict.

Active Reading- Visualize

Picture what you are reading in your mind

This isn't as vivid as a TV show, but you should imagine the story, characters, and think about what they LOOK like as you are reading

Active Reading- Connect

Text to text- connect the story to another story
Text to world- connect the story to a real-world event (If the story is talking about corrupt governments (dystopia) - discuss corrupt governments today)
Text to self- relate or connect the story to your own life

Active Reading- Summarize

Explain the story in your own words to prove that you read and understood the text

Active Reading- Predict

Guess what will happen next in the story (to keep students interested in the story)

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Phoneme

in language, the smallest distinctive sound unit
Ex. S=suh or sss
Ex. Th= thuh

*sounds letters make (can be one letter or multiple letters that make ONE sound when put together)

phoneme substitution

is simply changing one word into a new word by changing any one of its sounds. We'll use the word "BAND" as an example. replace the ending /d/ sound with /k/ sound, now we have "BANK". substitute the short /a/ sound with a short /e/ sound, now we have "BEND".

Wida Level- Entering/Emerging/Developing

Knows and uses minimal social language and minimal academic language with visual and graphic support

Wida Level- Expanding

Knows and uses social English and some technical academic language

Wida Level- Bridging

Knows and uses social English and academic language working with grade-level material

Wida Level-Reaching

Knows and uses social and academic language at the highest level measured by this test

Read this article!!

https://www.readingrockets.org/teaching/reading101-course/modules/phonics/phonics-practice

Medial Consonant

Consonant in the middle of the word

Ex. Pitter- tt would be the double medial consonant
Ex. Magic- g would be the medial consonant

Medial Consonant Deletion

deletion of one or more consonants in the medial position of a word

Sound Development Chart

https://www.nextchallenge.com.au/uploads/7/0/4/5/7045895/speechsounddevelopment_table.pdf

Declarative sentence

a sentence that makes a statement
Ex. I am going to work.

Interrogative sentence

A sentence that asks a question
Ex. How are you?

Exclamatory sentence

a sentence expressing strong feeling, usually punctuated with an exclamation mark

Ex. This is delicious!

Imperative sentence

A sentence that requests or commands

Ex. Tie your shoe
Ex. Please help me

Is the following a complete sentence?

Run.

Yes, this is an imperative sentence. Someone is telling (you) to run. The subject of a sentence is (YOU) even though it isn't written in the sentence.

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