Praxis (5001) Reading & Language Arts Subtest

Stages of Writing Development

****Prephonemic Stage**** Random scribbling - The starting point is any place on the page. Controlled scribbling - Progression is from left to right. Circular scribbling - Circles or ovals flow on the page. Drawing - Pictures tell a story or convey a message. Mock letters - These can be personal or conventional symbols, such as a heart, star, or letters with extra lines. Letter strings - These move from left to right and progress dawn the page of actual letters. They have no separations and no correlation with words or sounds. Separated words-Groups of letters have space in between to resemble words. ****Early Phonemic Stage**** Picture labeling - A picture's beginning sound is matched to a letter (Dog.) Awareness of environmental print - Environmental print, such as names on cubbies, is copied. Transitional stage spelling or invented spelling - First letter of a word is used to represent the word (I went to the nature museum). ****Letter-Name Stage**** Beginning and ending letters are used to represent a word (cat). ****Transitional Stage**** Medial sound is a consonant (grass). Medial sound is in correct position, but the vowel is wrong (grass). A child hears beginning, medial, and ending letters (I like to pick flowers). Phrase writing develops (rabbit in the sun). Whole-sentence writing develops (This pumpkin is mine). ****Conventional Writing Stage**** Transitional stage spelling (or invented spelling) is replaced by full, correct spelling of words.

Identifies organizational structures of informational text (e.g., cause/effect, problem/solution)

-Cause/Effect: Causes stem from actions and events. Effects are what happen as a result of the action or event. -Compare: Identify common features in texts. -Contrast: Identify differences in texts. -Problem/Solution: An organizational structure in nonfiction texts in which the author typically presents a problem and possible solutions to it.

Distinguishes between paraphrasing and plagiarizing

-Paraphrasing content is rewriting it in your own words. -Plagiarism is using another writer's words or ideas as if they were your own.

Identifies author's point of view in various genres and supports conclusions with evidence from the text

-Point of View: -4 viewpoints: *first person viewpoint -tells story through eyes of one character using the first -person pronoun I. -readers experience as narrator tells it -usually the main character -speaks as eyewitness and a participant to events. *Second-person point of view -in which the author uses you and your, is rare; authors seldom speak directly to the reader. When you encounter this point of view, pay attention. Why? The author has made a daring choice, probably with a specific purpose in mind. Most times, second-person point of view draws the reader into the story, almost making the reader a participant in the action. *omniscient viewpoint -the author is godlike- know it all -The author tells readers about the thought processes of each character without worrying about the information being obtained -most are novels -makes story longer -is third person *limited omniscient viewpoint -limited to know thoughts of one character -Story is told in third person(she, he, it, they) and the author concentrates on the thoughts and feelings of the main character or another important character. *Objective viewpoint -readers are eyewitnesses and confined to the immediate scene. they learn only what they can see or hear, without knowing what any other character thinks. Many folktales told in this viewpoint. -simply says what they did -Most teachers postpone introducing the four viewpoint until the upper grades, but younger children can experiment point of view is to contrast. -can use big charts

WIDA- Proficiency Levels

1) Entering - Label Drawings. Identify features of print in response to one step oral commands and following a model. ("Show me the title") 2) Emerging - Identify features of print in response to questions involving a choice and following a model. ("Is this the title or is this the title? Show me the title") 3) Developing - Identify features of print in response to Wh- questions by pointing and following a model. ("Who wrote this book? Show me the author") 4) Expanding - Identify features of print in response to expanding Wh- questions by pointing a following a model. (Where do you find the author's name on the title page? Show me where you find it.) 5) Bridging - Identify features of print in response to expanding multi-step oral instructions and following a model. (Find the author's first and last name and then show me the upper case letters.) 6) Reaching -

Identifies techniques to communicate for a variety of purposes with diverse partners

1. Build a relationship with every student. When students feel as if their teacher cares about them, it can make a big difference. The evidence is not just anecdotal; research shows that teachers who build positive relationships with all their students make a significant contribution to their success in and out of school. Teachers can show they care by: Demonstrating interest in students' welfare Respecting students' perspectives Telling students they can succeed Knowing students' academic and social needs Recognizing students' academic and social achievements 2. Know your own perspectives. Be aware of how your attitudes, values, and experiences influence your opinions and actions. Self-awareness will help you more accurately interpret what students are communicating verbally or through their behavior. 3. Make an intentional effort to learn about students' beliefs, attitudes, and personality; how they react in different situations; and their communication style. Let students know that getting to know each of them as an individual is important to you. Show genuine interest in learning about their opinions, interests, and backgrounds. This is a key component of perspective-taking. 4. Remember: Perspective-taking is a two-way street. When teachers share stories about themselves, it helps students learn about their perspectives. It also helps students better understand the similarities and differences in your background and theirs. 5. Use empathy to provide emotional support to students. Empathy is identifying with the point of view and feelings of another person. Compassion is actively reaching out to help. Both require knowing a student's perspectives and understanding how they are feeling. Anyone who is upset or frustrated—including students—may need support to engage in the classroom routine. Positive relationships between teachers and students are the bedrock for success in school and beyond. Using perspective-taking skills and related strategies, such as those outlined above, can help educators make them a reality.

Root word

A root word has no prefix or suffix — it's the most basic part of a word. The root word at the heart of "conformity," for example, is "form."

Identifies the characteristics of active listening

Active listening means giving full attention to the speaker and trying to understand the complete message being sent. Active listeners show verbal and nonverbal signs of listening. Positive reinforcement, remembering, and questioning are all verbal signs of active listening. Non verbal signs include smiling, head nods, posture, and avoiding all distractions. Active listening also involves encouraging positive conversation. This means acknowledging the other person's point of view and being able to repeat back what was said in your own words. MAINTAIN EYE CONTACT People who maintain eye contact are seen as reliable, warm, sociable, honest, confident, and active. Focusing your eyes also helps improve concentration. This helps you fully understand what the speaker is saying. DON'T INTERRUPT Let the speaker complete his or her thought before you try to respond. Do not interrupt, finish sentences, or rush him or her. Avoid guessing or assuming where his or her thoughts are going— this can create a negative impact on effective communication. ASK QUESTIONS One way to show you are listening (and make sure you hear correctly) is to ask specific questions about what is being said. This provides clarification, ensures understanding, and shows that you are listening. Try asking these four types of questions: Open-ended: expand the discussion further Example: "How was your day at school today?" Close-ended: prompt for specifics Example: "Are you finished your homework?" Leading: prompts the respondent to answer in a particular way Example: "Do you have too much homework?" Reflective: expand and extend thinking Example: "You mentioned math is your favourite subject in school, tell me more about that." REPEAT BACK WHAT THE SPEAKER SAYS Repeat what has been said back to the speaker in your own words. This helps make sure you have understood what he or she is saying. Summarize by repeating the main points of the message. This gives the speaker a chance to correct you, if necessary. LISTEN FOR TOTAL MEANING Any message has two components: the content of the message and the underlying feeling or attitude. Both parts are important and give the message meaning. Listen for both for content and the underlying emotions. Sometimes the real message is in the emotion rather than the content.

How graphic novels support reading comprehension

Allows reader to visualize story elements, they assist the reader in identifying tone and mood, and they help the reader differentiate dialogue and narration.

Phonics and Word Recognition Instruction

Alphabetic knowledge: learn to identify and name both upper case and lower case letters. Phonemic awareness: ability to think about individual words as sequences of sounds is important to their understanding of the alphabetic principle. Sound-letter relations: acquisition of the sound-letter relations that underlie written English. Word-identification strategies: Quickly and automatically translate the letters or spelling patterns of written words into speech sounds so that they can identify words and gain rapid access to their meanings. spelling and writing connections: write and relate their writing to spelling and reading. Related reading practice: practice accurate and fluent reading in stories. Reading fluency: read texts that are appropriate to their current level of reading ability.

Syllable

Beats' of a word that form its rhythm. Examples: Tie' has one syllable. 'Rescue' has two syllables - Res + cue 'Alphabet' has three syllables - Al + pha + bet 'Activity' has four syllables - Ac + tiv + i + ty 'Electricity' has five syllables - E + lec + tri + ci + ty

Phoneme substitution

Being able to change one word to another by substituting one phoneme. For example changing the /t/ in "cat" to /p/ now makes "cap".

Phonemic identity

Being able to recognize common sounds in different words such as /p/ is the common sound for "pat", "pick", and "play".

Phonemic isolation

Being able to recognize the individual sounds of words such as /c/ is the beginning sound of "cat" and /t/ is the ending sound of "cat".

Blooms Taxonomy

Benjamin Bloom, an educational psychologist, developed a classification system that defined lower and higher order thinking. Higher order thinking skills involve applying the knowledge, finding connections between facts, understanding the material, and manipulating the information in order to find new ways to discover solutions to problems. The six levels within the cognitive domain are listed from lower to higher: Remember- Recall facts and basic concepts. (Define, duplicate, list, memorize, repeat, state.) Understand: Explain ideas and concepts. (Classify, describe, discuss, explain, identify, locate, recognize, report, select, translate.) Apply: Use information in new situations. (Execute, implement, solve, use, demonstrate, interpret, operate, schedule, sketch.) Analyze: Draw connections among ideas. (Differentiate, organize, relate, compare, contrast, distinguish, examine, experiment, question, test.) Evaluate: Justify a stand or decision. (Appraise, argue, defend, judge, select, support, value, critique, weigh) Create: Produce new or original work. (Design, assemble, construct, conjecture, develop, formulate, author, investigate.)

Compares multiple accounts of the same event or topic to identify similarities or differences in point of view

Big Idea: An author's point of view affects the reader's involvement in the story line presented. Authors can change how readers visualize and feel about events by the perspectives and emotions they add to their writing. -Analyze Multiple Accounts Informational text can be written from different perspectives A firsthand account of an event or topic is based on an author's personal experience. Diaries, autobiographies, and letters are considered to be firsthand accounts. The author's perspective with regard to the event or topic may be influenced by his or her feelings about it. A secondhand account of an event or topic is based on an author's research, rather than personal experience. Encyclopedia entries, biographies, and textbooks are considered to be secondhand accounts. The author's perspective with regard to the event or topic is usually neutral. The author simply states facts about it.

Text structure of a passage

Cause and effect is a common way to organize information in a text. Paragraphs structured as cause and effect explain reasons why something happened or the effects of something. These paragraphs can be ordered as causes and effects or as effects and then causes. The cause and effect text structure is generally used in expository and persuasive writing modes. To put it another way: when an author gives reasons why something happened, he or she is explaining what caused an effect (reasons are causes and the thing that happens is the effect).

Text Structure of a Passage

Chronological Order is used when information in a passage is organized by the time in which each event occurred, it is organized chronologically. Nonfiction passages that are organized chronologically often contains dates. Fiction passages or narratives are more subtle and are organized chronologically but usually have no dates. A narratives or story is a journey through time, and all of the events are arranged in order of time; therefore, every story has a beginning, middle, and end. Even if an author uses flashbacks, flash-forwards, or otherwise manipulates the time in his or her text, the events still occur along a timeline. Stories require the passage of time; therefore, all stories are organized chronologically. Sometimes time will stop in a narrative.

Word Walls

Collection of words which are displayed in large visible letters on a wall, bulletin board, or other display surface in a classroom. The word wall is designed to be an interactive tool for students and contains an array of words that can be used during writing and reading.

Identifies the purpose, key components, and subgenres (e.g., speeches, advertisements, narrative poems) of each common type of writing.

Components of Advertisements A Catchy Headline The headline is a major aspect of an advertisement. It often appears at the top of an advertisement or in the middle so that it immediately attracts attention from potential customers. Headlines contain a few words of text and they should be direct and to the point so as not to overwhelm readers. Your headline should make a promise to the reader, stating what they'll discover if they continue to read the rest of the advertisement. An Effective Sub-headline A sub-headline is one of the key components of advertising and appears directly under the headline. The text is typically smaller and it gives more insight into the product you are selling, while further outlining why the customer should care enough to keep reading. The sub-headline can be the length of a sentence. Think of the headline as the quick hook that grabs a reader's attention, while the sub-head is teaser information that makes a reader want to find out more. Selling the Benefits Quite often, people purchase for the benefits a product offers, not the product itself or its features, according to Entrepreneur magazine. That's why advertising often promises quality, affordability, convenience status, fun or another benefit. For this reason, it is important to turn your product or service features into benefits. If you are selling a microwave, one feature is fast-cooking times, so a benefit might be that parents spend less time in the kitchen and families get to eat faster. If you're selling a food item, benefits consumers seek include health, weight loss, convenience, family acceptance and cost. You can list your benefits in bullet points, as individual words or even in paragraph form. Images and Packaging While not all ads contain images, many companies use images of their products, or people using their products, to grab consumer interest. Ensure that the image you use fits the scale of the advertisement and is clear. If you do not use an image of your product, you can include an image of your logo. Some products use a unique shape for their packaging or an identifiable color scheme. Think of Mrs. Butterworth's female-shaped syrup bottle or Progressive Insurance's blue-and-white theme Call-to-action Get your potential customers to act on your offer by including a call-to-action in your ad copy, recommends Inc. magazine. The call-to-action typically appears at the end of an advertisement and is used to add a sense of urgency. It should instruct customers what steps they should take to purchase your item or sign up with a service through your company. You can ask customers to visit your website, call to book an appointment or drop by your location. Adding a clearly visible toll-free number, address, website URL or Twitter handle is an important piece of a call to action.

Identifies the purpose, key components, and subgenres (e.g., speeches, advertisements, narrative poems) of each common type of writing.

Components of Narrative Poems A narrative poem is a longer form of poetry that tells an entire story, with a beginning, middle, and end. Narrative poems contain all of the elements of a fully developed story, including characters, plot, conflict, and resolution. These poems are typically told by just one narrator or speaker. 3 Different Types of Narrative Poems Narrative poems vary in style, and have changed over the ages as both language and literary trends have evolved. Some were composed with the intention of being sung and danced to, while others are written to record human history. ***Epics. Epic poems were composed by ancient Greek poets like Homer and were intended to be recited rather than read. Epics are written in a grandiose style, and tell stories of historical events or legends of cultural importance. One example of an epic poem passing down history is Homer's The Iliad, which contains a long passage called the Catalogue of Ships. This chapter lists in great detail, and in poetic verse, the contingents of the Achaean army that sailed to Troy. In a time before written language, this type of detail in a narrative poem worked to pass on historical events to the next generation. ***Ballads. Ballads derive from the French "chanson ballade," which were poems set to music and intended for dancing. Because of its strong musical background, ballads are associated with a specific meter: Ballads are typically written with alternating lines of iambic tetrameter (dah-DUM dah-DUM dah-DUM dah-DUM) and iambic trimeter (da DUM da DUM da DUM), with every second and fourth line rhyming. They were most popular in Ireland and Britain starting in the Middle Ages, but also gained popularity around Europe and on other continents. Ballads may be relatively short narrative poems, compared to other types of narrative poetry. ***Arthurian romances. Arthurian romances derive from twelfth century France. They are any narrative poetry that tells stories of romance and adventure within the Arthurian court. King Arthur was an English ruler in the fifth and sixth centuries, best known for fighting off the Saxon invasions. According to some scholars, however, Arthur never existed but was instead a fictional character. Historical status aside, King Arthur and his knights are major figures in English and French folklore. Arthurian literature was hugely popular during the Middle Ages, and had a resurgence of popularity in the eighteenth century. Different stories focus on Arthur and his wife Guinevere, on the Knights of the Round Table and the search for the Holy Grail, or on any number of side characters associated with the Arthurian court.

Identifies the purpose, key components, and subgenres (e.g., speeches, advertisements, narrative poems) of each common type of writing.

Components of a Speech Main Points Thinking of "main points" rather than a "body" can help speakers remember to keep it simple. A restless audience may not have patience for the predictable, orderly progression of concrete details and commentary that is typical in the body of an academic essay. Above all, communicate a few important points! Introduction The introduction should get the audience's attention, describe the topic, state the thesis or purpose, and give an overview of the speech and its main points. Open with a detailed map of your speech--giving good directions in the beginning will save your audience from getting lost along the way. Conclusion The conclusion should summarize main points and state a strong thesis. Remember that many people struggle with auditory learning, and consequently have trouble focusing on spoken words. Your listeners may not put everything together on their own, so you should make it easier for them by summarizing your argument and reviewing central ideas in the conclusion. Transitions A transition is a change or shift from one topic to another. It may be surprising to see that transitions are one of the four key components of a speech. Academic writers tend to think of transitions as important stylistic elements rather than essential building blocks. However, transitions are crucial for public speakers, since speakers need to compensate for the loss of visual formatting. On a written page, formatting provides a helpful road map: the reader sees topic headings, paragraph breaks, and other visual cues that signal transitions naturally. Speakers can replicate these cues and signal transitions using visual aids and body language, but it will take more conscious effort than simply hitting "enter" to create a paragraph break. Speakers can emphasize transition points with visual aids, body language, vocal delivery, and transitional words and phrases.

Text Factors

Comprehension involves more than just reader factors, it also involves text factors. Text factors are children's knowledge of genres, text structures, and text features that affects their comprehension of stories, nonfiction, and poems.

Interprets visual and multimedia elements in literary and informational texts

Concepts of graphics When children are learning to read, they develop concepts of print, or foundational understandings of what written texts are and how they work (e.g., a word is a discrete unit of language; readers of English usually read from left to right and top to bottom). At the same time, children may also be developing a parallel set of concepts related to understanding graphics (Duke et al., 2009). These concepts of graphics appear to include, but are not necessarily limited to, the concepts of action, extension, importance, intentionality, partiality, permanence, relevance, and representation (see Table 1 for an explanation of each). Our work with pre-K through third-grade children suggests that most children acquire many of these concepts quite early.

Fluent reader

Decodes unfamiliar words with accuracy, demonstrates developmentally appropriate automaticity, reads with proper expression.

Narrative Structure

Different narrative structures organize the elements differently, but they commonly contain the same elements as well. These elements include setting, plot, characters, and theme. Plot elements are usually structured in a story: The introduction or exposition tells the reader what they need to know to start the story (the background and setting). The rising action contains various plot points that help the reader learn about the problems faced by the characters and is often accompanied by a sense of rising tension. The climax is where every plot element comes together in what is usually a big, exciting clash: it's the point of highest tension and the turning point on which the entire story pivots. The falling action is where characters solve the problem. Resolution, also known as the conclusion or the denouement, resolves the conflict, gives characters closure, and (usually) ties up loose ends.

Compares the written version of a literary text with an oral, staged, or filmed version

EXAMPLES: read harry potter then watch one of the movies and compare the differences

Phonemes

Each sound that you hear in a word is a Phoneme. It's the smallest unit of sound that makes up a complete word. Example: Dog- There are three Phonemes involved: the "d" sound, a short "aw" sound, and a "g" sound

Primary vs Secondary Sources

Examples of primary resources include: diaries, correspondence, ships' logs original documents e.g. birth certificates, trial transcripts biographies, autobiographies, manuscripts interviews, speeches, oral histories case law, legislation, regulations, constitutions government documents, statistical data, research reports a journal article reporting NEW research or findings creative art works, literature newspaper advertisements and reportage and editorial/opinion pieces Secondary sources offer an analysis, interpretation or a restatement of primary sources and are considered to be persuasive. They often involve generalization, synthesis, interpretation, commentary or evaluation in an attempt to convince the reader of the creator's argument. They often attempt to describe or explain primary sources. Examples of secondary sources include: journal articles that comment on or analyze research textbooks dictionaries and encyclopedias books that interpret, analyze political commentary biographies dissertations newspaper editorial/opinion pieces criticism of literature, art works or music

Fluency and comprehension

Fluent readers do not have to concentrate on decoding the words and can focus their attention on what the text means. They can make connections among the ideas in the text and their background knowledge. Fluent readers recognize words and comprehend at the same time. Less fluent readers, however, must focus their attention on figuring out the words, leaving them little attention for understanding the meaning of text.

Identifies the characteristics and purposes of a variety of digital tools for producing and publishing writing

GIF- Allows for movement in a presentation/document. For example, wanting to show the movement on a line graph showing growth. MOV- Apple files for digital movie clips JPEG- Photo file PDF- (Portable digital file) Documents, forms, graphics, and web pages are converted into a portable document format, they look just as they would printed. Document is easy to print and upload to a website.

Identifies features of text-leveling systems

Grade Level Equivalent The Grade Level Equivalent indicates the readability of the text by grade. It is a reflection of the grade level at which a student reading on grade could read the book independently. For instance, a student who is in the first month of fourth grade and reading on-grade would be well matched to a book with a Reading Level of 4.1. Each grade level has a range of .1 to .9. Guided Reading Level Developed by Irene Fountas and Gay Su Pinnell, the guided reading level system gives a more precise reading level for books. This detailed, alphabetic system has several levels within each grade level. For example, grade 2 is equivalent to guided reading levels J through M. This allows you to tailor your reading program more accurately to a wide range of reading abilities. Each book is carefully evaluated prior to being leveled, and teacher input is taken into consideration in the leveling process. The Fountas and Pinnell Leveled Books website for subscribers includes a database of 18,000 leveled books, as well as suggestions for reading instruction, supporting materials, and teacher tips. The Lexile Framework® for Reading The Lexile Framework, an even finer numerical filter, assesses a book's difficulty and helps match reader ability and text difficulty based on the numeric Lexile scale. This system from educational measurement company MetaMetrics targets books on the right reading level for the child's ability. It is based on an algorithm that simultaneously measures vocabulary and sentence length. The Lexile database includes prose only. Poems, plays, and songs are rated simply Non-Prose, or NP. If a book is best shared as a read-aloud, it is in the Adult Directed, or AD, category. A book is a Nonconforming Text, or NC, if its vocabulary and sentence length are complex compared to the subject matter. An NC book is one that is suitable for advanced readers who need age-appropriate material. Beginning Readers, or BR, are those books at a Lexile measure of zero or below. The Lexile framework includes formative assessments, as opposed to summative assessments like chapter, unit, or statewide tests. Formative assessments are tests you give as you teach new material. The test results help you amplify your teaching, re-teach, and provide additional practice to solidify concepts and skills. There is a free database at Lexile.com. DRA Developmental Reading Assessment (DRA) is a reading assessment tool intended to identify the independent reading level for students in grades K-8. Using the DRA numerical scale, you can measure reading accuracy, fluency, and comprehension. Students are said to be near, at, or above grade level, below grade level, or significantly below grade level. Once you know the student's DRA score, then you can match that score with books in the appropriate level. Interest Level Interest level indicates that students in these grades are the most likely to be engaged by the book's content and approach. Grade Level Sorting books by grade level is the most basic, understandable system. If you use a basal series to teach reading, you probably use this system. If you're searching for science or social studies books for a unit of study, a grade level search is precise enough. Reading Recovery Reading Recovery is an intensive one-on-one remediation program designed to supplement reading instruction for students in grades K-2 who are slow to read. You can compare Reading Recovery and guided reading levels; Reading Recovery levels by themselves have limited usefulness.

Suffix

Group of letters placed after the root of a word. For example, the word flavorless consists of the root word "flavor" combined with the suffix "-less" [which means "without"]; the word "flavorless" means "having no flavor."

Digital Text Features

Hyperlink A hyperlink points the reader to additional information in the form of a website or file. Hyperlinks are usually indicated with a different color or underline. Sidebar Additional information found on the side or bottom of an article or webpage. Pop up A pop up is a window that gives the reader more information. In this example, the pop up defines a word in the text. Audio Audio clips are usually signified by a speaker icon or a play button. Video Video files can be accessed by clicking the play button. There is usually an option to enlarge the screen by clicking the arrows in the bottom right corner of the video screen. Interactive Image - Photo Gallery A picture is worth a thousand words. Photo galleries are a good source of information. Photo galleries can be viewed by clicking the arrows to rotate through the images. Interactive Image - Map Interactive maps can be viewed in sidebars of the text or through a hyperlink. Clicking on the map often enlarges the view as well as trigers actions on the map. This interactive map example can be controlled by clicking on the 'replay animation" button. Interactive Image - Diagram Interactive diagrams can be controlled by hovering over or clicking on the image. Interactive Questions Interactive questions or quizzes can be added to text in order for the reader to check their comprehension of the material. Use these stopping points to think about the text and reread if needed. Comments Authors often want to hear from their readers so they ask for input and ideas. It is important to remember to use your best netiquette when leaving online comments. Notes Notes are often a feature in ebooks. They allow you to take notes while reading and can be easily accessed after reading.

Identify how varieties of English (e.g., dialects, registers) used in stories, dramas, or poems support the overall meaning

In every situation you encounter, you use speech appropriate to the person to whom you are speaking and his or her context. The language you use when talking to your friends is not the same language you would use when meeting someone as important as the Queen. This difference in language formality is called register. The way you speak is considered your dialect. It can vary depending on your culture, where you were raised, whether you speak another language, or any other number of factors. Authors often use eye dialect, or nonstandard spelling and phrases in writing, to convey a character's speech patterns. Eye dialect is effective in literature when the writer uses it for a specific purpose, such as characterization or establishing a setting.

Closed Syllable

Is one of six consistent spelling patterns of the English language. The closed syllable word contains one vowel. That vowel is followed by (or closed in by) one or more consonants. The vowel sound is 'short'. This pattern is often referred to as the CVC pattern (consonant - vowel - consonant), although a closed syllable does not always begin with a consonant. Examples of words following this pattern are: at, in, dog, fun, peck, twin, & scratch. The main idea is that ALL closed syllables have only ONE VOWEL that is followed by 1 or more consonants.

The Grade Appropriate Continuum of Student Writing

K- Prewriting, Early Emergent, Emergent 1-Early Developing, Developing 2-Early Expanding, Expanding 3-Expanding, Early Fluent 4-Early Fluent, Fluent 5-Fluent, Proficient

Spelling Stage- Phonetic

Letters are chosen on the basis of sound. A letter or group of letters is used to represent all major speech sounds heard in a word e.g. BCOZ, LIVD. Unconventional or invented spellings make sense and are easily understood, e.g. KOM for come, STOPT for stopped. A growing number of known sight words are used correctly.

Text Complexity

Level of difficulty in reading and understanding a text based a series of factors: the readability of the text, the levels of meaning or purpose in the text, the structure of the text, the conventionality and clarity of the language, and the knowledge demands of the text. Quantitative Measure- The quantitative measure is typically calculated by computer software. Quantitative measures assess word length, word frequency, sentence length, and text cohesion. These include the Dale-Chall Readability Formula, the Flesch-Kincaid Grade Level Test, and the Lexile Framework for Reading. Qualitative Measure- The qualitative measure is best addressed by an attentive human reader. Qualitative factors include levels of meaning (literary texts) or purpose (informational texts), text structure, language conventionality and clarity, and knowledge demands. Reader & Task- This measure focuses on the individual reader and the task or purpose for reading. By using a student's motivation, knowledge, and experience; the complexity of the task; and the teacher's professional judgment; a teacher is able to determine how appropriate a text may be for that specific student.

WIDA Goal

Make education better for English language learners (ELLs)

Sight Words

Memorization of whole words. Once a word has been orthographically mapped, it can be recognized at a glance or recognized 'on sight'.

Spelling Stage- Transitional

Most basic conventions of English spelling are understood, e.g. places vowels in every syllable, such a HOLADAY. Most common words are known. Is able to recognize when a common word is misspelled. There is less dependence on sound for representing spelling and a greater reliance on visual patterns and an understanding of the structure of words. Is beginning to use word meaning to help with spelling.

Distinguishes among common types of writing (e.g., opinion/argument, informative/explanatory, narrative)

Opinion/Argumentative:-Opinions are subjective, that is what you think, but could be wrong.-Example argumentative writing piece: (Obesity in the United States is at an all time high today. Public schools should concern themselves with this very dangerous problem by banning any vending machines in schools that contain junk food and sodas.) Some may agree, and some may disagree saying that kids/parents should make their own decision to purchase/eat junk food and soda. The job of the writer in this piece to persuade the reader with their point of view of this argument/opinion. ---------------------------------------- Informational/Explanatory:-Informational/ explanatory writing conveys information accurately. The writer's purpose is to increase the reader's knowledge, to help the reader better understand a procedure or process, or to increase the reader's comprehension of a concept. Information writing begins with the assumption of truthfulness and answers questions of why or how. Writers draw information from what they already know and from primary and secondary sources. They must select and incorporate relevant examples, facts, and details. What are the characteristics of the informative/explanatory text type?-Informative/explanatory writing conveys information accurately. Writings that exemplify this text type include summaries and instructions. The purpose of informative/explanatory writing is to increase knowledge, explain a procedure, or explore a concept in depth.--------------------------------------------------- Narrative: Definition-Narrative writing coveys an experience, either real or imaginary and uses time as its deep structure. Narrative writing can be informative, persuasive, or entertaining. What are the characteristics of the narrative text type?-Narrative writing uses time as its deep structure. This writing conveys experience - real or imagined. Genres that exemplify narrative writing include the autobiography, the memoir, and fictional stories. The purpose of a narrative may be to entertain, instruct, inform, or entertain.

Text structure of a passage

Problem & Solution- Problem and Solution is a pattern of organization where information in a passage is expressed as a dilemma or concerning issue (a problem) and something that was, can be, or should be done to remedy this issue (solution or attempted solution).

Prosody

Reading with expression - with the appropriate rhythm, tone, pitch, pauses, and stresses for the text. When you develop prosody, your comprehension improves. The components of prosody are Fluency, Accuracy, Rate, and Expression.

Automaticity

Refers only to accurate, speedy word recognition, not to reading with expression. Therefore, automaticity (or automatic word recognition) is necessary, but not sufficient, for fluency.

Rime

Refers to the string of letters that follow, usually a vowel and final consonants (e.g. at in cat)

Distinguishes between reliable and unreliable sources

Reliable- •Book •Newspapers and magazines •Peer reviewed journals •Peer reviewed articles •PhD or MBA dissertations and research •Public library •Scholarly articles Unreliable- •Wikipedia: •Blogs, tweets •Personal websites •Forums •Sites created by organizations that may have political or biased agendas •Sites that provide biased information •Self-published sources •Opinionated articles such as editorials •Online sources with a URL that ends in html, which is the basic building blocks of web pages •Some online sources with an URL that end in .com are unreliable: •Sites of companies that conduct their business over the internet. Some of these sites are unreliable because they have hidden agendas. •THINK: are they trying to sell me something? A product? An idea?

Affixes

Set of letters generally added to the beginning or end of a root word or base word to modify its meaning. The root is the portion of the word that remains when all prefixes and suffixes have been removed. Example: Non (prefix) + Fat (Root word) = Nonfat (New word)

Identifies types of figurative language

Simile. A simile is a figure of speech that compares two separate concepts through the use of a clear connecting word such as "like" or "as." Examples of simile are phrases such as "He was wily as a fox," or "I slept like a log." Metaphor. A metaphor is like a simile, but without connecting words. It simply posits that two separate things are the same. For example, "He was a wily fox," or "She cried a river of tears." Implied metaphor. Metaphor takes a few different forms. Sometimes the object of comparison is purely implied rather than directly referenced, such as in the phrase, "He barked commands at the team," which implies comparison to a dog. Personification. Personification projects human qualities onto inanimate objects, or perhaps animals or natural elements. "The wind howled," "The words leapt off the page," and "Time marches on" are all examples of personification. Hyperbole. Hyperbole is extravagant, intentional exaggeration. "I have a million things to do today" is a common example of hyperbole. Allusion. Allusion is when a text references another external text—or maybe a person, place or event. It can be either explicit or implicit. "We've entered a Garden of Eden" is an allusion to the biblical place, for instance. Idiom. Idioms are non-literal turns of phrase so common that most people who speak the same language know them. English examples include, "He stole her thunder" and "We'll cross that bridge when we come to it." Pun. A pun is a play on words. It exploits the different meanings of a word or its homonyms, usually to humorous effect. A well-worn example of a pun is: "Time flies like an arrow. Fruit flies like a banana." Onomatopoeia. In onomatopoeia, words sound like the thing they describe. Sound effects like "tick-tock" and "ding-dong" are everyday examples, as well as words like "zap" and "hiccup." Sometimes individual words are not onomatopoeic, but they will become so in the context of the words around them, as in Edgar Allan Poe's "suddenly there came a tapping, as of someone gently rapping, rapping at my chamber door." Alliteration. Many experts also consider alliteration an example of figurative language, even though it does not involve figures of speech. Rather, alliteration is a sound device that layers some additional meaning on top of the literal language of the text. It occurs when a series of words start with the same letter sound, such as "wicked witch" or "from forth the fatal loins of these two foes." This can help build imagery or mood, hence the connection to figurative language.

Identifies examples of different sentence types (e.g., simple, compound, compound-complex)

Simple Sentences - A simple sentence contains a subject and a verb. - It expresses a single complete thought that can stand on its own. Examples: 1. The baby cried for food. ^There is a subject and a verb that expresses a complete thought. 2. Professor Maple's intelligent students completed and turned in their homework Compound Sentences - A compound sentence has two independent clauses. An independent clause is a part of a sentence that can stand alone because it contains a subject and a verb and expresses a complete thought. - Basically, a compound contains two simple sentences. - These independent clauses are joined by a conjunction (for, and, nor, but, or, yet, so). Examples: 1. The shoplifter had stolen clothes, so he ran once he saw the police. Complex Sentences - A complex sentence is an independent clause joined by one or more dependent clauses. A dependent clause either lacks a subject or a verb or has both a subject and a verb that does not express a complete thought. - A complex sentence always has a subordinator (as, because, since, after, although, when) or relative pronouns (who, that, which). Examples: 1. After eating lunch at The Cheesecake Factory, Tim went to the gym to exercise. ^ The independent clause is 'Tim went to the gym to exercise." The subordinating clause before it is dependent on the main, independent clause. If one were to say "after eating lunch at The Cheesecake Factory," it would be an incomplete thought. Compound-Complex Sentences - A compound-complex sentence has two independent clauses and at least one dependent clause. Examples: 1. After the two soccer players lost their game, they joined their other teammates for lunch, and they went to the movies. ^ If we remove the dependent clause "after the two soccer players lost their game," we have a compound sentence. The dependent clause makes this sentence compound-complex.

WIDA- 5 English Language Proficiency Areas

Social & Instructional Language, Language of Language Arts, Language of Mathematics, Language of Science, and Language of Social Studies.

Text structure of a passage

Spatial order- In composition, spatial order is an organizational structure in which details are presented as they are (or were) located in space—from left to right, top to bottom, etc. Also known as order of place or space structure, spatial order describes things as they appear when observed. In descriptions of places and objects, spatial order determines the perspective from which readers observe details.

Identifies the steps in the research process

Step 1: Identify and develop your topic Step 2 : Do a preliminary search for information Step 3: Locate materials Step 4: Evaluate your sources Step 5: Make notes Step 6: Write your paper Step 7: Cite your sources properly Step 8: Proofread

Steps in the writing process

Step 1: Pre-Writing Think and Decide Make sure you understand your assignment. See Research Papers or Essays Decide on a topic to write about. See Narrow your Topic Consider who will read your work. See Audience and Voice Brainstorm ideas about the subject. See Prewriting Strategies Step 2: Research (if Needed) Search List places where you can find information. Do your research. See Evaluating Sources and Primary vs. Secondary Sources Make an Outline to help organize your research. See Outlines Step 3: Drafting Write Put the information you researched into your own words. See Paraphrase and Summary Write sentences and paragraphs even if they are not perfect. Read what you have written and judge if it says what you mean. See Thesis Statements Write some more. See Incorporating References Read it again. Write some more. Read it again. Write until you have said everything you want to say about the topic. Step 4: Revising Make it Better Read what you have written again. See Revising Content and Revising Organization Rearrange words, sentences or paragraphs. Take out or add parts. Do more research if you think you should. Replace overused or unclear words. Read your writing aloud to be sure it flows smoothly. Step 5: Editing and Proofreading Make it Correct Be sure all sentences are complete. See Editing and Proofreading Correct spelling, capitalization, and punctuation. Change words that are not used correctly or are unclear. Make sure you are using the appropriate Style formatting.APA FormattingChicago Style FormattingMLA Formatting Have someone else check your work.

Open Syllable

Syllable that ends in a vowel. The vowel has a long sound. o/pen, hu/man, en/a/ble

Syntax

Syntax is the order or arrangement of words and phrases to form proper sentences. The most basic syntax follows a subject + verb + direct object formula. That is, "Jillian hit the ball." Syntax allows us to understand that we wouldn't write, "Hit Jillian the ball."

Differentiates among the three tiers of vocabulary

TIER 1 Tier one words are high frequency words, used over and over again in the course of general conversation. Because tier one words are basic everyday words, most of them are learned through oral communication with family members, peers, or teachers. There is no need for specific instruction with tier one words. Examples of tier one words include table, happy, baby, and clock. TIER 2 Tier two words are also referred to as academic vocabulary. They are cross-curricular words, appearing frequently across topics and content areas. Tier two words are not common words used in conversation, making them ideal candidates for direct instruction. Examples of tier two words include complex, analyze, restrict, ultimate, and foundation. In addition to being cross-curricular, tier two words often have multiple meanings, making them an integral component of reading comprehension. The more students learn high utility (tier two) words, the better they will be able to comprehend text that contains those words. TIER 3 Tier three words consists of low frequency words that occur in specific domains. Tier three words are central to understanding concepts within various academic subjects and should be integrated into content instruction. Examples of tier three words include molecule, tundra, and legislature.

Onsets

The "onset" is the initial phonological unit of any word (e.g. c in cat)

Spelling Stage-Correct

The English spelling system and its basic rules are well understood and used. Prefixes and suffixes, silent consonants, alternative spellings, and irregular spellings do not cause problems. Applies knowledge about spelling to unknown words, e.g. rules for adding suffixes, word origins.

Rate

The rate refers to the speed at which a text is read. Purpose, genre, difficulty, and prior knowledge all affect how quickly a text is read.

Pedagogy

The study of different teaching methods. Generally, each teacher has their pedagogical approach to teaching and learning in their classroom. However, it's crucial that they also consider the most effective content delivery and mastery evaluation based on individual student needs.

Identifies how structural elements contribute to the development of a literary text as a whole

The term "text structure" refers to how information is organized in a passage. The structure of a text can change multiple times in a work and even within a paragraph. Students are often required to identify text structures on state reading tests; therefore, it is important that they are given exposure to the various patterns of organization.

Spelling Stage- Pre-communicative

There is little or no evidence of alphabetic knowledge or letter-sound relationships. Writing resembles random strings of letter-like forms and numerals. Upper-case letters or letter-like symbols predominate. May lack understanding of left-to-right directionality.

Phonological Awareness/Importance

Under this umbrella is Phonemic Awareness (Sounds) and Phonics/Graphophonic (Spelling). Developing a child's phonological awareness is an important part of developing a reader. Many research studies indicate that kids who have weak phonological awareness also have weak reading skills.

Spelling Stage-Semi-phonetic

Understands that the sounds in spoken words can be represented by letters. Beginning to understand the concept of a word. Words, sounds and synonyms may be represented with one or two letters, e.g. U for you, BKS for because. The main sounds in words are used.

Parts of Speech

Verb- action or state Sample words- (to) be, have, do, like, work, sing, can, must Example: EnglishClub is a web site. I like EnglishClub. Noun- person, place, or thing Proper Noun Example- Texas, John Common Noun Example- State, Man Sample words- pen, dog, work, music, town, London, teacher, John Example: This is my dog. He lives in my house. We live in London. Adjective describes a noun Sample Words- good, big, red, well, interesting Example: My dogs are big. I like big dogs. Determiner- limits or "determines" a noun Sample Words- a/an, the, 2, some, many Example: I have two dogs and some rabbits. Adverb- describes a verb, adjective or adverb Sample Words- quickly, silently, well, badly, very, really Example: My dog eats quickly. When he is very hungry, he eats really quickly. Pronoun- replaces a noun Sample Words: I, you, he, she, some Example: Tara is Indian. She is beautiful. Preposition- links a noun to another word Sample Words- to, at, after, on, but Example: We went to school on Monday. Conjunction- joins clauses or sentences or words Sample Words- and, but, when Example: I like dogs and I like cats. I like cats and dogs. I like dogs but I don't like cats. Interjection- short exclamation, sometimes inserted into a sentence Sample Words- oh!, ouch!, hi!, well Example: Ouch! That hurts! Hi! How are you? Well, I don't know.

Anchor Charts

Visual prompts that provide students with information regarding their prior learning on a given topic. These visual prompts are used to provide a scaffold to support the students during guided practice and independent work. Example: Large poster size visual aid displayed in the classroom that breaks down how to retell a story. Characters, Setting, Problem, Events Solution.

Identifies elements of engaging oral presentations (e.g., volume, articulation, awareness of audience)

Vocal delivery includes components of speech delivery that relate to your voice. Volume refers to how loud or soft your voice is. As with speaking rate, you want to avoid the extremes of being too loud or too soft, but still vary your volume within an acceptable middle range. Articulation refers to the clarity of sounds and words we produce. If someone is articulate, they speak words clearly, and speakers should strive to speak clearly. Poor articulation results when speakers do not speak clearly. For example, a person may say dinnt instead of didn't, gonna instead of going to, wanna instead of want to, or hunnerd instead of hundred. Audience Awareness- Knowing your audience—whether readers or listeners—will help you determine what information to include in a document or presentation, as well as how to convey it most effectively. You should consider your audience when choosing your tone, content, and language—or else your message may seem unfocused or inappropriate.

Evaluates key claims in a text and supports them with reasons and evidence from the text

What is the text claiming? How will you support it? Use what is in the text, how is he claiming or making their point across?

Phoneme blending

What word do these sounds make? /h/ - /o/ - /t/ (Correct response: hot)

Word Analysis

When students use word analysis skills, they are independently using strategies and resources to figure out what unfamiliar words and phrases mean. Example strategies: use context clues differentiate among multiple meanings of words use knowledge of roots, prefixes, suffixes, synonyms, antonyms, and homophones use word reference materials (dictionary, glossary, thesaurus) identify figurative language

High Frequency Words

Words that appear often in text. High frequency words may be phonetically regular and decodable (i.e. and, like, get) or they may contain phonetically irregular elements (i.e. some, of, was). Once these high frequency words can be read 'on sight', they are then considered sight words. Many high frequency words have phonetically irregular components.

Decodable words

Words that are phonetically regular (following one of the six syllable types) and can be blended or 'sounded out'.

Prefix

a syllable or word that comes before a root word to change its meaning

Compares two or more informational texts that address the same topic

comparing the similarities between two or more informational texts that have the same matter dealt with in a text, discourse, or conversation; a subject.

Compares two or more informational texts that address the same theme

comparing the similarities between two or more informational texts that have the same subject of a talk, a piece of writing, a person's thoughts, or an exhibition; a topic.

Identifies how point of view impacts the overall structure of a literary or informational text

depending what point of view it is, the tone of the point of view, such as humor.

Phoneme Categorization

is a strategy used to help students develop phonemic awareness and recognize individual phonemes in a word. Students identify the word that has a different or "odd" sound compared to the rest of the words. For example, the teacher would ask students "Which word does not belong in sat, sag, and rug?" The students would then respond with rug, because it does not follow the -sa letter-sound pattern.

Phoneme segmentation

is the ability to break words down into individual sounds. For example, a child may break the word "sand" into its component sounds - /sss/, /aaa/, /nnn/, and /d/.

Oral blending

the parent says the individual sounds such as /r/, /e/, and /d/, and the child forms the word from the sounds to say "red".

Identifies structural elements of literature across genres (e.g., casts of characters and stage directions in drama, rhyme and meter in poetry)

~Elements of Poetry~ Poetry creates word pictures, describes moments, or expresses feelings. There are many different forms of poetry. Two examples of poem forms are free verse and lyrical poems. A free verse poem does not rhyme. A lyrical poem uses imagery to express a feeling and uses rhythm, regular meter, and rhyme. Read the poem below "Mary's Canary": Mary had a pretty bird, Feathers bright and yellow, Slender legs—upon my word He was a pretty fellow! The sweetest note he always sung, Which much delighted Mary. She often, where the cage was hung, Sat hearing her canary. Verse -Verse is one line of a poem. In the poem "Mary's Canary" Mary had a pretty bird is one verse of the poem. -Poems are written in groups of lines called stanzas. A stanza in a poem is like a paragraph in a story. Often a new idea or image appears in each stanza. -The poem "Mary's Canary" is written in two stanzas. Rhyme -Rhyme is created when two words have the same ending sounds. A poem may have a rhyme scheme. A rhyme scheme is the pattern of rhyming words in a poem. -In the poem "Mary's Canary," the words that rhyme are bird and word, yellow and fellow, sung and hung, and Mary and canary. The rhyme scheme is every other line in one stanza. Meter -Meter is the number of syllables in a line and how those syllables are accented. The meter helps to create the rhythm of the poem. -The first line of the poem "Mary's Canary" has 7 syllables and every other syllable is accented, beginning with the first one. Theme Theme is the message or the image created by the poem that the writer wants readers to understand. The theme of the poem "Mary's Canary" is how much Mary enjoys her canary and his singing.