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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. Rhyming and alliteration - sentence segmentation - syllable blending and segmentation - onset rime - blending and segmentation - phoneme blending and segmentation






2. Informal observation - authentic assessment - formal observation - testing






3. Initiated from the general to the specific - and often referred to as the 'top - down' approach. Deductive reasoning is more narrow and primarily concerned with testing hypotheses. In contrast - Inductive Reasoning is more open - ended and explorator






4. An attachment to the end or beginningof base or root words. A generic term that describes prefixes and suffixes word parts 'fixed to' either the beginnings of words (prefixes) or the ending of words (suffixes). For example - the word disrespectfulhas






5. Funds of knowledge






6. Modeling






7. Field trips to community entities - various technology - study economic systems - build skills in areas of communication






8. Visualization - analysis - informal deduction - deduction - rigor






9. Writing






10. Determine student learning from thinking processes - formation of ideas - and development of skills in creative and factual writing






11. Children learn through their observations of others






12. Phonemic awareness - word recognition - phonics - comprehension - fluency






13. Task analysis - guided practice at conclusion of leve - closure activity - homework as a form of practice - writing to express mathematical thinking - cooperative learning






14. Explicit instruction for using letter - sound relationships during the reading of connected text to sight read new words






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






16. Models or visual examples of the information






17. The history or study of words.






18. Found that although environment causes behavior - behavior also causes environment as well. Bandura labeled this concept reciprocal determinism -'both the world the individual's behavior 'cause' affect each other. Bandura is considered a 'father' of






19. Evaluation that comes at the conclusion of an educational program or instructional sequence.






20. Identify ELL's - design an effective program reflective of their needs - employ appropriate ESL or bilingual personell or both - align ELL's to state and local content standards - and to provide ongoing authentic assessment






21. Congitively undemanding






22. Subtraction as think - addition - subtraction facts with sums to 10 - sums greater than 10






23. Taught gradually in the context of meaningful reading






24. Systems - order and organization - evidence - models and explanation - change - constancy and measurement - evolution - equilibrium and cycles - form - function and structure






25. Physical education






26. 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%






27. (1849-1936) discovered 'conditioning' and initially believed that all behavior was reflexive. Pavlov thought that all learning - whether the elicited responses in animals - or of highly conceptual behaviors in humans was due to the mechanisms of clas






28. In the classroom the teacher and students take on roles similar to that of the parent and child respectively. Students must respond physically to the words of the teacher. The activity may be a simple game such as Simon Says or may involve more compl






29. Stages of the ethic of care






30. Learning the lingusitic rules will help you develope competence of the new language






31. Art






32. Motivation is the primary determinant of L2 proficiency;The more motivated you are the better you will perform






33. Informal measurement based on observation of student work or performance






34. Simple maps to begin - instruct on simple symbols used - students construct a map






35. Collect information about a student to use in assessment throughout the period of instruction






36. Body's capacity to maintain vigorous physical activity for a period of time






37. Choice/control theory






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






39. Learning is formal knowledge(rules) - acquistion - at the subconsious level (child's acquiring his first language).

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40. The thought processes students are able to rely on relative to problem solving. Here - students use creativity - analysis - and logic regarding their ability to analyze facts - make comparisons - generate ideas - defend view points - draw inferences






41. The terms used to describe words whose pronunciations suggest their meaning (e.g. - meow - buzz - zoom).






42. Pre - place - value - more and less - doubling or near doubling






43. Operant conditioning






44. Teacher choose topic of study and identify process - students construct own investigation - determine needed resources - find answers and organize information






45. Stages of cognitive development






46. Creating arts - arts as inquiry - arts in context






47. Constructivist theory is a general framework for instruction based upon the study of cognition. Constructivism is based on the belief that children construct meaning from their experiences - and are not just passive receivers of information. Much of






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






49. Understands conventional alternative for sounds and structure of words






50. Promotes understanding of alphabetic principles and relationship between phonemes and graphemes