Praxis 5002 key terms

The ability to notice and work with the sound structure of spoken language, including words, syllables, rhymes, and individual sounds, without relying on printed letters.

The ability to hear, identify, and manipulate the individual sounds in spoken words, such as blending /k/ /a/ /t/ into the word cat or deleting the first sound from blend.

The smallest unit of sound in a spoken word that can change meaning, such as the three separate sounds a listener hears in sun.

The understanding that letters and letter patterns stand for the sounds of spoken words, which allows a reader to turn print into speech.

Instruction about how letters and letter combinations relate to speech sounds, and how readers use those relationships to read and spell words.

Using knowledge of letter-sound relationships to convert written words into spoken words, especially when the word is unfamiliar to the reader.

Turning a spoken word into written form by choosing the letters and letter patterns that represent its sounds; the spelling counterpart of reading words by sound.

The smallest unit of language that carries meaning, such as a base word, prefix, or suffix; the word unhappiness contains three of them.

The mental process of permanently storing words by linking their sounds, spellings, and meanings, so the words are later recognized instantly and effortlessly.

Words a reader recognizes immediately without sounding out, including very common words and irregular words such as said, was, and of.

Reading connected text accurately, at a reasonable pace, and with appropriate expression, which frees the reader's attention for understanding meaning.

The phrasing, intonation, stress, and expression a reader uses when reading aloud, which signals that the reader is constructing meaning from the text.

A one-on-one oral reading assessment in which the teacher marks a student's errors and self-corrections on a copy of the text to judge accuracy and reading behaviors.

Hints about a word's meaning supplied by nearby words, sentences, or illustrations, which a reader uses to figure out unfamiliar vocabulary while reading.

Working out an unknown word's meaning by separating it into meaningful parts such as prefixes, base words, and suffixes, as in re + read + ing.

A word in one language that shares an origin and a similar meaning with a word in another language, such as familia in Spanish and family in English.

Vocabulary that appears across many subjects and texts but is uncommon in casual conversation, such as compare, analyze, or reluctant; strong candidates for direct instruction.

A conclusion a reader draws by combining information stated in the text with prior knowledge, filling in what the author implied but did not say directly.

The way an author organizes information in a text, such as compare-contrast, cause-effect, chronological sequence, description, or problem-solution.

The most important point a text makes about its topic, usually stated or implied in a sentence that the supporting details explain.

Restating the central ideas and most important details of a text briefly and in one's own words, leaving out minor information.

The organized prior knowledge and experiences a reader brings to a text and activates to interpret new information and fill gaps.

Wording that means something beyond its literal dictionary sense, such as simile, metaphor, personification, and idiom, used to create imagery or effect.

How difficult a text is to understand, judged from quantitative measures like readability, qualitative features like structure and knowledge demands, and the reader's purpose.

The flexible, repeating stages writers move through to produce a piece: planning, drafting, revising, editing, and sharing or publishing.

The planning stage of writing in which the author generates ideas, gathers information, and decides on purpose, audience, and organization before drafting.

Reworking a draft's content and organization by adding, cutting, reordering, or rewriting text so ideas are clearer and better developed for the audience.

Correcting the mechanics of a draft, including spelling, capitalization, punctuation, and grammar, so the piece is ready for readers.

A published piece of writing a class studies closely as a model of craft, structure, or language features that students then try in their own writing.

A framework for describing writing quality through ideas, organization, voice, word choice, sentence fluency, and conventions, used to focus instruction and feedback.

A strategy of joining two or more short sentences into one longer, more varied sentence to improve clarity, rhythm, and syntactic sophistication in writing.

The shared rules of written English, including spelling, capitalization, punctuation, and grammar, that make a text easy for readers to follow.

A scoring guide that lists the criteria for a piece of writing and describes levels of performance, used to grade work and give targeted feedback.

Growth in listening and speaking abilities, including vocabulary, grammar, and conversation skills, which provides the foundation for later reading and writing.

The language a person takes in and understands, whether by hearing speech or by reading printed words.

The language a person produces to communicate, whether through speaking or writing, including word choice, sentence formation, and organization of ideas.

The vocabulary, sentence structures, and discourse patterns used in school subjects, such as hypothesize, in contrast, or as a result, which students must learn explicitly.

Classroom discussion in which students respond to one another's ideas by building on them, questioning them, and backing claims with evidence from texts or reasoning.

The social rules for using language appropriately, such as taking turns, adjusting tone for an audience, and understanding implied meaning in conversation.

Making meaning from spoken language by drawing on vocabulary, background knowledge, and inference, using processes that parallel reading comprehension without print.