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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. A method of teaching reading by using the reader's own dictated language. This approach allows the reader to read words common to their environment.






2. Credited with coining the Multiple Intelligences Theory which is a pluralized way of understanding the intellect. Researchers believe that each person's level of intelligence is made up of autonomous faculties that can work individually or in concert






3. 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






4. Make new words by adding a phoneme to a word






5. A strategy where the teacher reads a line or passage with good expression - and calls on students to read it back. This is a good technique to use with Emergent Readers to help them build reading fluency.






6. Alphabet knowledge - letter - sound correspondences - left - to - right directionality - word families - spelling patterns - phonics - word structures - irregular spellings - manipulating or building words






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






8. Begins to understand letter - sound correspondence






9. Reading






10. Communicate at basic level in four disciplines - communicate proficiently in at least one art form - develop and present basic analysis of works of art






11. Students analyze letter sound relationships from learned words to those not familiar while not pronouncing sounds in isolation






12. Two - vowel combinations where both vowels are heard - but not quite making their usual sounds because of the blending - i.e. - oy in TOY.






13. Modeling






14. Developmentally appropriate practice - integration - scaffolding - cooperative learning - questioning - task analysis - content enhancements - graphic organizers - wait time - peer tutoring - student responses - instructional pacing - feedback






15. Is an instructional approach that encourages students to work collaboratively as partners or in small groups on clearly defined tasks.






16. Discrepant event - question - inquiry






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






18. Two letters that represent one speech sound - as EA in BREAD - CH in CHAT - or NG in SING.






19. 'quiet' time - includes rest and inactivity






20. Direct instruction - model - guided practice - application






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






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






23. Determines student's ability to learn in a certain situation






24. Use language above abilities - repeat key words - slow speech rate - clearly articulate - avoid using difficult words - simplify materials






25. Blending an arts related activity with an academic subject activity






26. Discovery learning and constructivism






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

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






29. Ability of a student to control his physical self - personal movements - recognize spatial conditions - and develop body - space relationships






30. 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.






31. Movements or skills become natural and completed without thought






32. Concrete - visual representation of something that cannot otherwise be seen






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






34. Hierarchy of needs






35. Facilitated nad guided by teacher - process of learning given to students - small group projets - experimental investigations






36. Numbers and operations - algebra - geometry - measurement - data analysis and probability - problem solving - reasining and proof - communicatins - connections - representations






37. Movements and skills carried out with intensified instinctive actions






38. 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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39. Operant Conditioning






40. 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 - technol






41. Development of spoken language system






42. 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 subj






43. (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






44. Analysis of information - formation of opinions and actions taken. critical thinking and cultural pluralism






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






46. Proposes that all children can learn when provided with the appropriate learning conditions in the classroom.






47. Walking - running - hopping - leaping - sliding - galloping - skipping






48. A Swiss biologist and psychologist constructed a model of child development and learning based on the idea that the developing child builds cognitive structures or mental maps - 'schemes -' or networked concepts for understanding and responding to ph






49. Words that are spelled alike but have different sounds and meanings (bow and arrow vs. bow of a ship) .






50. Language acquisition - oral vocabulary and usage - reading comprehension skills