Praxis 5002

Phonology

Producing & understanding speech sounds

Morphology

The study of words, how they are formed, and their relationship to other words in the same language.

Syntax

The rules, principles and processes that govern the ways words are arranged in sentences

Semantics (Meaning)

Does it make sense? Making sense of text and relaying meaningful connections

Prosody

Intonation & rhythm of speech: pitch, stress

Pragmatics

All factors besides the words themselves that effect how someone interprets your meaning. (verbal tone, body language, etc.) Vary greatly between cultures

Syntactic (Structure)

Does it sound right? Making sense of the actual words in the sentence. Knowledge of how structure of language works

Graphophonic (Visual)

Does it look right? Ability to sound out words or recognize them holistically (visually)

Forms of emergent writing

Drawing, scribbling, letter-like, prephonemic spelling (real letters but random), Copying, Invented spelling (alphabetic principle, represents sound), Conventional spelling

Stages of Reading Development

Emergent, Early, Transitional and Fluent

Emergent Reader

Recognizing letters, words and some language patterns. Beginning to focus attention on letter-sound relationships

Early Reader

Use several strategies to predict a word. Uses Pictures to confirm predictions. Pays close attn. to visual cues & language patterns

Transitional Reader

Likes to read series books as a comprehension strategy. Reads at a good pace. Strategies to figure out most words.

Fluent Reader

Understand & confident about text and how it works. Maintains meaning through longer & more complex stretches of language.

Compound Sentence

Two independent clauses joined by: a conjunction with a comma, a semicolon, a colon, a dash or a conjunction with a semicolon

Complex Sentence

Has an independent clause AND at least one dependent clause

Simple Sentence

One independent clause

Compound-Complex Sentence

At least two independent clauses AND at least one dependent clause

Qualitative Factors

Are subjective. Factors that only a person can see

Quantitative Factors

Are objective. Sentence length, # of difficult words in a sentence. doesn't take outside factors into account

Ways of segmenting words

Morphemes, syllables, onsets & rimes, phonemes

Affixes

Morphemes that can't stand alone

Types of Affixes

Prefixes and suffixes

Prefix

Placed BEFORE a root word to form a new word w/different meaning

Suffix

Placed AFTER a root word to form a new word w/different meaning or grammatical function

Two types of suffixes

Inflectional and Derivational

Inflectional Suffix

Make word plural or indicate tense (-s, -es, -ed, -ing, -er, etc)

Derivational Suffix

Alter a words meaning & its grammatical function (-ic, -ly, -ish, -ance, -al, -ive, -ness, etc.)

Superlative

Of the highest degree

Noun

Person, place or thing

Pronoun

Takes place of a noun (he, she, it, they, etc)

Verb

Identifies action or state of being (sing, dance, believe)

Adjective

Modifies a noun (hot, lazy, funny, healthy)

Adverb

Modifies a verb, adjective or other adverb. Answers When, where, how, in what manner and to what extent

Preposition

Shows a relationship between a noun (or pronoun) and other words in a sentence. (up, over, against, into, close to, etc.)

Conjunction

Joins words, phrases & clauses (and, but, or, yet, etc.)

Interjection

Expresses emotion & can usually stand alone (ah, whoops, ouch, etc.)

Etymology

The study of the origin of words and the way in which their meanings have changed throughout history; How a word comes to mean what it means

Connotative

Refers to an implied meaning apart from the thing that is explicitly described. (wall street is an actual street in Manhattan, Its connotatively means wealth and power)

Colloquial

Informal words, phrases or slang in a piece of writing

Rhetorical

Intended to produce an effect or to make a statement rather than to elicit information.

Which two insights about language do children need to acquire to become successful readers?

Alphabetic Principle and Phonemic Awareness

Alphabetic Principle

Insight that spoken sounds can be represented by written letters

Phonemic Awareness

Insight that spoken words are made up of a sequence of somewhat separable sounds, called phonemes

Head Word

The word that determines the syntactic type of the phrase

Omniscient

Knows everything

Telegraphic Speech

Simplified manner of speech where only most important words are used to express ideas (approx. 2 years old)

Slant Rhyme (half rhyme)

Either vowels or the consonants of stressed syllables are identical (ex. eyes, light; years, yours)

Stanza

An arrangement of a certain # of lines, usually four or more, sometimes w/fixed length, meter or rhyme scheme, forming a division of a poem

Amphiboly

Ambiguity which results from ambiguous grammar, as opposed to one that results from the ambiguity of words or phrases

Imperative Sentence

Gives a direct command

Literal Comprehension

Identifying facts directly stated in the passage

Critical Comprehension

Recognizing the strengths & weaknesses of arguments

Dyadic Communication

Refers to dialogic relations or face-to-face verbal communication between two people involving their mutual ideas, thought, behaviour, ideals, liking, disliking, and the queries and answers concerning life and living in nature

Anticipation Guides

Builds interest and activates prior knowledge

Strategy Guides

Help students comprehend & organize

WIRC Thinksheets

(Writing Intensive Reading Comprehension) Guide students through brief segments of text w/specific questions. To be used "during" reading to effectively help students bridge reading and writing and to improve comprehension, vocabulary, and writing skills in all subject areas.

Dialogue Journal

Alternative to conferences. Student responds freely to a piece of writing or to a prompt about the writing

Informal Reading Inventory Levels

Independent, Instructional, Frustration and Listening Capacity

Independent Reading Level

Free reading level. Student can read without teacher assistance

Instructional Reading Level

Students need assistance. Too many unknown words and concepts or background of experience is insufficient

Frustration Reading Level

So difficult student can't read, even with teacher assistance

Listening Capacity Reading Level

Highest level that student can understand what has been read to them. (Informal measure of ability to comprehend spoken language)

Goodman's Model of 3 cueing systems

Syntactic, Semantic and graphophonic

Maze Passages

Timed measures that measure reading comprehension. Students read Maze passages silently during assessment, so Maze can be administered to a whole class at one time. (above grade 3)

Co-shaping

Teachers provide prompts that help students shape responses that make use of scientific language

Wiki

Used to create a database of information about topic

Six Traits Plus (writing)

Ideas, organization, voice, word choice, sentence fluency and conventions & presentation

Conventions

Grammar, mechanics, spelling, usage, paragraphing, use of capitals & punctuation

Purpose of conventions

Enhances readability and makes it enticing and accessible to read

Traits of writing

Prewriting, drafting, revising, editing and publishing/presentation

Phonics

Study of speech sounds related to reading

Partial Alphabetic Stage

Use letter-sound relationships to read words, may use only two letters and context, may represent word w/first letter and known sound (KR for car)

Full Alphabetic Stage

Process all letter in words, focus on learning how to decode, applying letter-sound relationships, reading is slow & full of effort

Consolidated Alphabetic Stage

Consolidate & process longer & more sophisticated units,

In spelling they use final "e" & double vowels, printed representation bonded w/spoken equivalent, needs lots of opportunities to see words in print to create the needed bond

Integrated Approach - Four processors for decoding

Orthographic, phonological, meaning, and context

Onsets

The consonant or consonant cluster preceding the rime (ex: c at, sh eep)

Rime

Is a vowel or vowels and any consonants that follow the onset (the part of the word that rhymes)

Two approaches to teaching phonics

Analytic and Synthetic

Analytic approach

Consonants aren't isolated, taught within context of whole word

Synthetic approach

Words are decoded by sound, both consonant & vowel sounds are pronounced in isolation

Scope of Reading - Preschool

Exploration of consonants

Scope of Reading - Kindergarten

Beginning and ending consonants, short-vowel patterns

Scope of Reading - First Grade

All major single-syllable vowel patterns, consonant clusters, digraphs, syllabic analysis

Digraphs

Sounds spelled with two letters but have one sound (e.g., sh, ph, ch, th, ey)

Scope of Reading - Second Grade

Major patterns & clusters reviewed, Some advanced patterns & syllabic analysis presented, long vowels

Scope of Reading - Third Grade

Emphasis on syllabic analysis

Closed Syllable Rule

Vowel is short when followed by a consonant

Open Syllable Rule

Vowel is usually long when found at end of word or syllable

Final "e" Rule

Vowel is usually long when followed by a consonant and a final "e"

Choral Reading

Involves two or more people reading in unison

Refrain Reading

Leader reads most, group reads refrain

Antiphoral Reading

Two or more groups alternate

Syllabication

Division of words into syllables

Five approaches to teaching reading

Basal/Anthology, Literature-based, Individualized, Language-experience, Integrated

Five stages of second language acquisition

Pre-Production, early production, speech emergence, Intermediate and advanced

Three areas of knowledge in speaking

Mechanics, Functions and social & cultural rules and norms

Pre-production Stage (2nd language acquisition)

Very little vocabulary, understands 500 words

Early production Stage (2nd language acquisition)

Understand and use common words, listens and speaks 1000 words

Speech Emergence Stage (2nd language acquisition)

Everyday expressions, participates in class, 3000 words