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Praxis 2 Elementary Education Vocab

Subjects : praxis, teaching
Instructions:
  • Answer 50 questions in 15 minutes.
  • If you are not ready to take this test, you can study here.
  • Match each statement with the correct term.
  • Don't refresh. All questions and answers are randomly picked and ordered every time you load a test.

This is a study tool. The 3 wrong answers for each question are randomly chosen from answers to other questions. So, you might find at times the answers obvious, but you will see it re-enforces your understanding as you take the test each time.
1. Comprehending that sounds in language are represented by printed or written symbols






2. Begins to understand letter - sound correspondence






3. Uses symbols from the alphabet but no knowledge of letter - sound correspondence






4. Precommunicative - semiphonetic - phonetic - transitional - correct






5. Refers to the learner's ability to draw on his or her interlanguage system during communication






6. Stages of cognitive development






7. Direct instruction






8. Choice/control theory






9. Movements and skills carried out with intensified instinctive actions






10. Discovering - simplifying - and applying patterns in scientific discovery






11. Organizing data - problem solving - comparing and contrasting - model building - planning - forecasting - decision making






12. Face to face conversation






13. 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






14. An approach to reading instruction focusing on reading for meaning and the integration of the four aspects of language reading - writing - listening - and speaking.






15. Addiciton and subtraction without manipulatives or using fingers






16. Meaningful context - acceptance of all learners - flexible structure - supportive classroom - integration - focused expectations - context skill development - collaboration and scaffolding - authentic assessments






17. Grammatical structures need not be the center of cirriculum organization. Certain rules are acquired before others.

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18. Fitness concepts of muscular strength and flexibility - development of specific skill exercises






19. Pattern - regularity - reasons for spatial organization






20. Families and schools - cities - state - federal government - ancient and foreign governments






21. Used for specific uses of the language. People who do not want to travel abroad - but just need to read it.






22. Large group activity everyone does same experiment - inquiry not a part of learning process






23. Informal observation of student interacting with the evironment






24. Congitively undemanding






25. Ongoing evaluation during an instructional sequence to allow midstream adaptation and improvement of the project.






26. The cognitive process where information from the environment is integrated into existing schematato use and apply recently learned knowledge into one's thought pattern in solving problems.






27. Field trips to government facilities - scenarios for useful problem solving - discuss and debate current events






28. Language student's will emerge naturally whey they are given the opprotunity and need (motivation) to speak in a non - coercive/low anxiety situations.

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29. Behaviors and conditions to ensure proper health - instill skills to use behaviors - teach attitudes - values and knowledge of behaviors - provide opportunities to practice skills






30. Music and songs - poetry and rhymes - games and puzzles






31. Different types of manipulatives - various strategies - situations that reflect real life situations






32. A sequence of consonants before or after a vowel in a given syllable






33. Blending sounds in a word to say the word






34. You give a list of vocabulary words in L2. Classes are taught in L1.






35. State question - formulate hypothesis - describe variables - indicate controls - collect data - organize data - use mathematical applications - conclusion - enrichment activities






36. Provide a sequence of spoken phonemes and form a new word






37. Quadrant of comprehensible input






38. Positive initial experiences - moved from concrete to symbolic very slowly






39. Aid student in traveling or moving some distance - fundamental skill for accessing home - school and community






40. Suggests that behavior is somewhat controlled by association and illustrated after a neutral stimulus accepts the eliciting properties of an unconditioned stimulus through the pairing of some unconditioned stimulus with the neutral stimulus.






41. Is a strategy where experienced readers provide structure via modeling strategies in order to move beginning readers towards independence.






42. Ruled that providing the same access to cirriculum - instruction - and material to students of LEP as is provided to English Dominante






43. Follow the child






44. Amount of force a muscle can produce






45. Tends to be more relevant to students and it appears to be the conscious choice of how students want to learn. This approach involves self - instruction - experimenting - inquiry - exploring - and general curiosity. Acquisition accounts for about 20%






46. Read aloud to class - student oral reading periods - shared reading - sustained silent reading






47. Separate onsets and rimes in words so students may read them and blend parts into words






48. 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






49. Students need to be given time to correct themselves. Teachers can be optimal (users monitor when to focus on form) - overusers (refer to conscious grammer all the time) - underusers(do not refer to grammer at all)

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50. Print concepts - letter knowledge - alphabetic principle