Praxis II Elementary Education
About this set
Created by:
jackiesobsession on December 27, 2010
Subjects:
curriculum, instruction, assessment, education, elementary education, praxis
Description:
set of terms and definitions needed to take the Elementary Education Praxis II tests
Log in to favorite or report as inappropriate.
Order by
198 terms
Terms | Definitions |
|---|---|
 constructivism | students learn by building on prior knowledge and by doing |
| Bronfenbrenner Ecological Model | microsystem, mesosystem, exosystem, macrosystem |
| domains of learning | conitive, language, physical, social-emotional, adaptive |
| Learning Theories | cognitive, behavioral, developmental, psychodynamic, sociological, ecological, eclectic |
| developmental theory | level of readiness must be reached to learn |
| sociological theory | children learn through their observations of others |
| ecological theory | influences from home, school, and community affect how well the student will learn |
| Strategies for teaching | developmentally appropriate practice, integration, scaffolding, cooperative learning, questioning, task analysis, content enhancements, graphic organizers, wait time, peer tutoring, student responses, instructional pacing, feedback |
| Aids for ELL learners | use language above abilities, repeat key words, slow speech rate, clearly articulate, avoid using difficult words, simplify materials |
| enrichment strategies | self-paced instruction, mentoring, ability grouping, compacting, telescoping, tiered lessons |
| performance tasks | complete a problem or project with an explanation for an answer |
| observation | anecdotal records and checklists to record students being observed doing tasks |
| journal writing | determine student learning from thinking processes, formation of ideas, and development of skills in creative and factual writing |
| portfolios | collection of completed student work selected by the student and the teacher |
| achievement test | formal tool measuring student proficiency of a subject area already learned |
| alternative assessment | solve realistic problems and completing projects using close to real-life situations |
| anecdotal record | informal measurement based on observation of student work or performance |
| aptitude test | formal measure of tests to evaluate student ability to acquire skills |
| authentic assessment | determines a student's understanding and performance of specific criteria |
| criterion-referenced test | formal measure that evaluates a student on a subject area by answering specific questions |
| curriculum-based measure | determines student progress and performance based on lessons presented in curriculum |
| dynamic assessment | determines student's ability to learn in a certain situation |
| diagnostic assessment | collect information about a student to use in assessment throughout the period of instruction |
| direct daily measurement | daily assessment of a student's performance on the skills taught each day and used to modify instruction |
| ecological-based assessment | informal observation of student interacting with the evironment |
| norm-referenced test | formal standardized evaluation comparing a student to other peers in the same age group |
| standards-based assessment | formal evaluation that measures student progress towards meeting goals |
| factors that predict reading achievement | recognize and name letters of the alphabet, print knowledge, phonemic awareness |
| skills needed to read | word recognition, comprehension, and fluency |
| language skills are developed | based on experiences they have and materials presented |
| linguistic awareness | ability to understand sound structure of language |
| activities to gain language knowledge | sound games, syllable clapping, rhyming songs, poems, jokes and silly rhythms, pictures in books |
| gain print knowledge | read aloud, children talk about story, independent reading center, environmental print, alphabet and word games |
| purpose of teaching reading | gain information from text, improve communication, increase pleasure |
| curriculum for reading include | phonemic awareness instruction, phonics, spelling, reading fluency, grammar, writing, reading comprehension strategies |
| decoding skills | process of understanding letters in text represent phonemes in speech |
| skills needed to decode | print concepts, letter knowledge, alphabetic principle |
| literature analysis needs | genre, content, structure, language of text, prior knowledge |
| narrative texts include | new vocabulary, descriptive words, realistic viewpoints of people and environment |
| poetry instruction helps | literal and figurative meanings of words, metaphors, similies, patterns of language |
| five spelling stages | precommunicative, semiphonetic, phonetic, transitional, correct |
| precommunicative spelling | uses symbols from the alphabet but no knowledge of letter-sound correspondence |
| semiphonic spelling | begins to understand letter-sound correspondence |
| phonetic | uses a letter or group of letters for every speech sound heard |
| transitional | understands conventional alternative for sounds and structure of words |
| skills critical to learning to read and write | print knowledge, emergent writing, linguistic awareness |
| reading instruction should include | phonics instruction and whole language instruction, alphabetic principle, phonemic awareness, vocabulary, fluency, comprehension |
| word recognition | identify words in print, which is vocabulary development |
| comprehension | construct understanding from the words |
| fluency | coordinate the words and meaning so reading becomes automatic |
| five results of print awareness | phonemic awareness, word recognition, phonics, comprehension, fluency |
| whole language approach | meaningful context, acceptance of all learners, flexible structure, supportive classroom, integration, focused expectations, context skill development, collaboration and scaffolding, authentic assessments |
| phonics instruction approach | explicit instruction in phonemic awareness, phonics instruction in context, learn when address reading and writing activities |
| analogy-based phonics | a strategy taught to help students use parts of words they have learned to attack words that are unfamiliar |
| analytic phonics | students analyze letter sound relationships from learned words to those not familiar while not pronouncing sounds in isolation |
| embedded phonics | explicit instruction for using letter-sound relationships during the reading of connected text to sight read new words |
| intrinsic phonics | taught gradually in the context of meaningful reading |
| onset-rime phonics | separate onsets and rimes in words so students may read them and blend parts into words |
| phonics and spelling | teach children to segment words into phonemes and create words by writing letters for phonemes |
| synthetic phonics | convert letters into sound sequences and blend sounds to form words |
| literature based reading approach | read aloud to class, student oral reading periods, shared reading, sustained silent reading |
| comprehension skills lead to | predict outcomes, create questions, monitor understanding, clarify, connect |
| explicit comprehension instructoin | direct instruction, model, guided practice, application |
| six traits approach | ideas, organization, voice, word choice, sentence fluency, conventions |
| approach spelling with | alphabet knowledge, letter-sound correspondences, left-to-right directionality, word families, spelling patterns, phonics, word structures, irregular spellings, manipulating or building words |
| reading aloud promotes | language acquisition, oral vocabulary and usage, reading comprehension skills |
| phonemic awareness fostered with | music and songs, poetry and rhymes, games and puzzles |
| five levels of phonological awareness | rhyming and alliteration, sentence segmentation, syllable blending and segmentation, onset rime, blending and segmentation, phoneme blending and segmentation |
| phoneme addition | make new words by adding a phoneme to a word |
| phoneme blending | provide a sequence of spoken phonemes and form a new word |
| phoneme categorization | identify words that don't belong in a set |
| phoneme deletion | identify the word that remains when a phoneme is removed from an existing word |
| phoneme identity | recognize the same sounds in a variety of words |
| phoneme isolation | recogize separate sounds in words |
| phoneme segmentation | breaking a word into separate sounds and counting them |
| phoneme substitution | changing one phoneme for another to make a new word |
| phonics instruction | student names, nursery rhymes, sound games, read poems, sing songs, alphabet books, discuss words and sounds, word banks, point out consonants and vowels |
| instructional approaches for reading | direct instruction, inquiry based instruction, cooperative learning |
| assessments for reading | standardized reading test, portfolios, profile, performance task, anecdotal records |
| alphabetic principle | the concept that written language is comprised of letters that represent sounds in spoken words |
| blend | a sequence of consonants before or after a vowel in a given syllable |
| comprehension strategy | specific techniques that promote reading comprehension such as predicting and gaining word meanings from context |
| decoding | an ability to sound ot new words or to interpret a word from print to speech through the skill of sound-symbol correspondence |
| morpheme | the smallest unit of language that has meaning and may be a part of a word |
| onset and rime | parts of words in the spoken language smaller than syllables |
| oral language | development of spoken language system |
| orthographic knowledge | comprehending that sounds in language are represented by printed or written symbols |
| phonemic awareness | blending sounds in a word to say the word |
| phonics | promotes understanding of alphabetic principles and relationship between phonemes and graphemes |
| phonological awareness | understanding that sounds are related to written words |
| print awareness | knowing the basic concepts about written words |
| NCTM principles | equity, curriculum, teaching, learning, assessment, technology |
| core beliefs of mathematics education | challenged in math instruction, qualified teachers, primary standards, utilize and apply number, algebra, geometry, measurement and statistics concepts, activities related to math content, meaningful to students and integrated with other subjects, technology, altermative approaches, assessment related to math content, research |
| ten general standard strands | numbers and operations, algebra, geometry, measurement, data analysis and probability, problem solving, reasining and proof, communicatins, connections, representations |
| number sense | individual's basic understanding of numbers and operations and how to apply this knowledge to solve dilemmas and make decisions about mathematical problems and concepts |
| how to develop number sense | gradually, experiment with numbers, visualize numbers, use numbers, understand number relationships |
| focus of elementary math curriculum | number sense, counting objects, comparing, classifying objects, sets, exploring sets, number patterns |
| first grade number sense | addiciton and subtraction without manipulatives or using fingers |
| second grade number sense | addiction and subtraction usage on worksheets and timed tests |
| third grade number sense | multiplication and beginning division |
| fourth and fifth grade number sense | refined mastery of multiplication and division |
| types of number relationships for 1-10 | spatial, one and two more, one and two less, anchors, part-part-whole |
| types of number activities from 10-20 | pre-place-value, more and less, doubling or near doubling |
| kindergarten place value | counting to 100 |
| first and second grade place value | work with units and tens, learning place value strategies |
| third and fourth grade place value | use of place value and hundreds and thousands |
| fifth grade place value | begin working with decimals |
| estimation instruction | different types of manipulatives, various strategies, situations that reflect real life situations |
| addition strategies | one-more-than and two-more-than facts, zero facts, doubles, near-doubles, make ten facts |
| subtraction strategies | subtraction as think-addition, subtraction facts with sums to 10, sums greater than 10 |
| story problem steps | 1. understand the problem, 2. determine essential information, 3. make a plan, 4. follow the plan, 5. check the answer |
| multiplication strategies | doubles, five facts, zeros and ones, nifty nines |
| fraction instruction | positive initial experiences, moved from concrete to symbolic very slowly |
| fraction manipulatives | region/area, length, set |
| fraction teaching strategies | simple contextual tasks, connect meaning of fraction computation with whole-number computation, estimation and informal methods to develop strategies, explore each operation using manipulatives |
| problem solving teaching strategies | task analysis, guided practice at conclusion of leve, closure activity, homework as a form of practice, writing to express mathematical thinking, cooperative learning |
| five levels of learning geometry | visualization, analysis, informal deduction, deduction, rigor |
| things to include when completing tasks on probability and statistics | data analysis, manipulatives, graphing data, interpretation of data |
| citizenship curriculum | what a government is and does, values of American democracy, role of Constitution, relationship of US to other nations, responsibilities of US citizen |
| ways to encourage citizenship | class newsletter, classroom management system, individual service projects, discuss public issues, participate in elections, school councils, create logo, motto or rules for class |
| transmission | learning of governmetn function and following the rulse as set forth. legalistic and assimilationist |
| transformation | analysis of information, formation of opinions and actions taken. critical thinking and cultural pluralism |
| key points in study of people | avoid stereotypical content, specify historical periods, variety of resources, diverse information |
| anthropology activities | visit museums, library research, study artifcts, native cultures, examples of cultural conflicts, storytelling |
| sociology activities | group membership, involve community studies, social problems, investigate communication |
| psychology activities | observe people, compare groups of people, researh human emotions, study human development |
| social structures activities | field trips to community entities, various technology, study economic systems, build skills in areas of communication |
| economics skills | describe economic problems, alternatives, benefits and costs, identify consequences in changes of economic policies, analyze economic evidence |
| economics curriculum goals | understand basic economic concepts and issues, recite economic facts about the US, explain historical events from economic perspective, trace historical economic patterns, compare economic systems, make decisions and realize decisions affect self and others |
| economics activities | create classroom societies, study the market, prepare personal budgets, workforce education |
| political science curriculum goals | what a government is and how governments function, how rules are made and enforced, why government is necessary, democratic values and beleifs of civic life |
| components of decision making | identify and define a problem, identify and define values, predict consequences and outcomes, reach decision, justify decision, if needed alter decision |
| curriculum plan for political science | families and schools, cities, state, federal government, ancient and foreign governments |
| citizenship curriculum | how government works, ways to change society for the better, value-based decision making, analyze social settings and conditions, define key political issues |
| citizenship activities | field trips to government facilities, scenarios for useful problem solving, discuss and debate current events |
| geography areas of knowledge | map skills and spatial organization of the world, places and regions of the world, physical and human systems, environment and society, uses of geography |
| geography curriculum goals | understand relationships of places to one another, distribution of resources throughout the world, how use of goods influence people who consume them, how decisions people make shape present and future, places change over time |
| primary components of learning geography | pattern, regularity, reasons for spatial organization |
| people, places and regions curriculum goals | physical and human characteristics of certain places and regions, human relationships that exist and hwo they function in places and regions, similarities and differences of diverse places and regions |
| physical and human systems curriculum goals | events are formed by human perceptions of places and regions, events of past provide insights into climate, resources, ecosystems, and migration of humans, why certain events happened a certain way |
| environment and society curriculum goals | consuming resources and altering natural patterns have consequences, building structures changes the region, reasons people compete for control, relationships of nature and people, carrying capacity, intended and unintended repercussions of human interaction with the earth |
| concepts and skills for social studies | organizing data, problem solving, comparing and contrasting, model building, planning, forecasting, decision making |
| three stages of map reading | topographical, projective, Euclidian |
| strategies to help map reading | simple maps to begin, instruct on simple symbols used, students construct a map |
| four aspects of maps | symbols, scale, directions, and grid |
| three types of essential lessons for social studies | utilize primary sources, incorporate fiction, use of timelines |
| science-technology-society perspective | study of social, political, and cultural values and their impact on scientific research and techological innovation as well as society, politics and culture as a whole |
| instructional cycle for science instruction | discrepant event, question, inquiry |
| discrepant event | unusual phenomenon demostrated or described to students |
| question | integrates the variable for selected investigation |
| inquiry | state question, formulate hypothesis, describe variables, indicate controls, collect data, organize data, use mathematical applications, conclusion, enrichment activities |
| demonstration | models or visual examples of the information |
| laboratory-experimentation | large group activity everyone does same experiment, inquiry not a part of learning process |
| inquiry-based | facilitated nad guided by teacher, process of learning given to students, small group projets, experimental investigations |
| unifying processes of science | systems, order and organization, evidence, models and explanation, change, constancy and measurement, evolution, equilibrium and cycles, form, function and structure |
| inquiry promotes | comprehension of scientific concepts, appreciation of scientific knowledge, understanding nature of science, acquisition of skills to become independent thinkers |
| reasons for use of computers and technology in science | computers available and used throughout the world, students comfortable with electronic equipment, information readily available, electronics provides opportunities for investigation, learning needs can be addressed by use of technology, technology vehicle of science scientists use |
| models | concrete, visual representation of something that cannot otherwise be seen |
| forecasting | discovering, simplifying, and applying patterns in scientific discovery |
| process indicators | observing, measuring, identifying content, interpreting data, classifying, predicting, researching, communicating, inferring, hypothesizing, experimenting |
| skills of proficiency of inquiry method | initiates investigation, investigates questions, discusses processes, presents ideas, challenges ideas, uses resources, uses prediction |
| indicators of attitude about science | enjoys science, participates in additional science activities, inquires about science topics, curious about topic, displays verbal skills, wants more time to participate |
| health curriculum | behaviors and conditions to ensure proper health, instill skills to use behaviors, teach attitudes, values and knowledge of behaviors, provide opportunities to practice skills |
| expository method | provide lecture, deliver demonstrations, impart explanations of science topics |
| free discovery method | students involved and motivated in learning process, children create situation of learning meaningful to them. |
| guided inquiry | teacher choose topic of study and identify process, students construct own investigation, determine needed resources, find answers and organize information |
| COPEC guidelines for physical education | 30-60 minutes of physical activities on all days, 60 minutes of free play per day, daily activities with 10-15 minutes of moderate action |
| three concepts for physical education curriculum | children develop motor skills at different rates, child's ates doesn't predict motor ability but obtained through use and practice, children develop motor skills through play |
| first level of physical education | large muscle skill development, little formal organization, lifestyle activities |
| second level of physical education | aerobic and basic skills, recreation activities and formal sports, cardiovascular activities |
| third level of physical education | fitness concepts of muscular strength and flexibility, development of specific skill exercises |
| fourth level of physical education | "quiet" time, includes rest and inactivity |
| focus of physical education | spatial awareness, effort, and peer relationships developed through movement concepts and skill themes |
| purpose of physical education | steer children into the practice of becoming physically active throughout their lifetimes, improve academic achievement and ability to gain knowledge |
| basic concepts in physical education | motor development, body awareness, social adjustments and interaction |
| physical fitness | body's ability to function efficiently and effectively |
| muscular strength | amount of force a muscle can produce |
| muscular endurance | how long can a muscle produce force |
| flexibility | ability of a joint to move through its range of motion |
| cardiovascular efficiency | body's capacity to maintain vigorous physical activity for a period of time |
| body composition | determined amount of fat cells in comparison to the amount of lean cells within a person's body mass |
| locomotor skills | aid student in traveling or moving some distance, fundamental skill for accessing home, school and community |
| locomotor skill progression | walking, running, hopping, leaping, sliding, galloping, skipping |
| assessment of locomotor skills | informal observation, authentic assessment, formal observation, testing |
| body management | ability of a student to control his physical self, personal movements, recognize spatial conditions, and develop body-space relationships |
| social discipline | improving social skills through the use of appropriate behaviors |
| proactive | used prior to occurence of inappropriate behavior, use positive interaction, elimiate differential treatment, and prompting |
| reactive | used after inappropriate behavior occurs, ignore the behavior, use non-verbal interactions and person-to-person dialogue |
| four levels of physical education assessment | precontrol, control, utilization, proficiency |
| precontrol | movement or equipment moves the child instead of child being in control |
| control | movement more controlled and skill repeatd in similar manner everytime it's demonstrated |
| utilization | movements and skills carried out with intensified instinctive actions |
| proficiency | movements or skills become natural and completed without thought |
| overall importance of the arts | integrates other subjects, promotes symbol systems, improves language, uses higher order thinking skills, allows creative self-expression, develops independence, self-concept and self confidence, encourages use of personal strengths, enhances cultural awareness |
| two primary reasons for standards in the arts | help define what art education should provide and to ensure that schools support the arts |
| objectives of arts education | communicate at basic level in four disciplines, communicate proficiently in at least one art form, develop and present basic analysis of works of art |
| three categories of arts standards | creating arts, arts as inquiry, arts in context |
| parallel process | blending an arts related activity with an academic subject activity |
First Time Here?
Welcome to Quizlet, a fun, free place to study. Try these flashcards, find others to study, or make your own.