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






2. Math word problems






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






4. 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%






5. Operant conditioning






6. Complete a problem or project with an explanation for an answer






7. The process of adapting a new culture;the new langage is seen as tied to the way the learners community and the target language community view one another.






8. Integrates the variable for selected investigation






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






10. S manifested via structuring - patterning - and constructing meaning - understanding - and ideas that did not exist initially. This process involves insight - reflection - creative expression - and/or group interactions. This method of learning is de






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






12. The part of a syllable (not a word) consisting of its vowel and any consonant sounds that come after it - the first vowel in a word along with all of the sounds that follow - for example - /- utterfly/ in 'butterfly.'






13. An outdated reading strategy that attempts to teach students to read by having them follow other students in reading specific passages of text identified by the teacher. This technique is not recommended because it hampers reading fluency - its borin






14. Teaching students to use their own thinking processes to solve problems.






15. 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 - enha






16. 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






17. What a government is and does - values of American democracy - role of Constitution - relationship of US to other nations - responsibilities of US citizen






18. Identify and define a problem - identify and define values - predict consequences and outcomes - reach decision - justify decision - if needed alter decision






19. Understands conventional alternative for sounds and structure of words






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






21. 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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22. Blending an arts related activity with an academic subject activity






23. 'if so - how?' In short - metacognition is simply the process of 'thinking about thinking.' In fact - good readers use metacognition before they read anythingin order to help them clarify their purpose for reading and to preview the text.






24. Stages of cognitive development






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






26. Learning through experience






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






28. A device - such as a formula or rhyme - used as an aid in remembering.






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






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






31. Visit museums - library research - study artifcts - native cultures - examples of cultural conflicts - storytelling






32. A theory advanced by George A. Miller who stressed the idea that short - term memory could only hold 5-9 chunks of information (seven plus or minus two). The term chunk represents any meaningful unit (i.e. - digits - words - pictures - etc.). The con






33. Pattern - regularity - reasons for spatial organization






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






35. Direct instruction - model - guided practice - application






36. Refers to language sources that are used to initiate the language process






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






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






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






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






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






42. Cognative Academic Language Learning Approach






43. The notion that letters making a word have corresponding sounds - thus letters and sounds can be placed together to build words.






44. Lower level questioning






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






46. Improving social skills through the use of appropriate behaviors






47. Particularly the vowels - to spell many of the sounds. Sounds are called phonemes - and represented in print - and Graphemes are letter combinations.






48. Visualization - analysis - informal deduction - deduction - rigor






49. An ability to sound ot new words or to interpret a word from print to speech through the skill of sound - symbol correspondence






50. Discrepant event - question - inquiry