Praxis; Early Childhood Education 5025.pdf Praxis; Early Childhood Education 5025 Praxis; Early Childhood Education 5025.pdf
Praxis: Early Childhood
Education 5025
Praxis: Early Childhood Education 5025
Phonics
involves teaching children to connect sounds with letters/groups of letters. Ex.: (K) can be represented
by C, K, or CH spellings.
Phonemic Awareness
An exclusively oral language activity; refers to the understanding that spoken words are made up of
individual sounds called phonemes. Instruction in phonemic awareness should be viewed as an
important element of a balanced reading program in the early elementary grades.
Learning Approach
the theory that language acquisition follows the basic laws of reinforcement and conditioning i.e.
memorize the rules
Linguistic Approach
based on letter-sound correspondence
Socio-cognitive Approach
Praxis; Early Childhood Education 5025.pdf Praxis; Early Childhood Education 5025 Praxis; Early Childhood Education 5025.pdf
,Praxis; Early Childhood Education 5025.pdf Praxis; Early Childhood Education 5025 Praxis; Early Childhood Education 5025.pdf
A language acquisition theory that states that the different aspects of linguistic, cognitive, and social
knowledge are interactive elements of total human development.
5 Basic Types of Phonemic Awareness
1. Ability to hear rhymes and alliteration. (ex: kids listens to poem, identifies rhyme words, teacher
records words on chart.)
2. Ability to do oddity tasks (ex: recognize number of a set that is different.)
3. Ability to orally blend words and split syllables.
4. Ability to orally segment words (ex: ability to count sounds in a word - "hamburger = ham-bur-ger = 3
sounds)
5. Ability to do phonics manipulation tasks (ex: replace the "r" sound in rose with a "p" sound = pose.)
Morphology
Refers to its rules for word formation. Are the smallest combination of sounds that have a meaning.
Prepositions, prefixes, suffixes, and whole words.
Semantics
Meaning of words and sentences
Syntax
Language rules that govern how words can be combined to form meaningful phrases and sentences
Pragmatics
Describes how context can affect the interpretation of communication. SOCIAL USE OF LANGUAGE ( EX:
SAYING WRONG THINGS AT THE WRONG TIME.)
Praxis; Early Childhood Education 5025.pdf Praxis; Early Childhood Education 5025 Praxis; Early Childhood Education 5025.pdf
,Praxis; Early Childhood Education 5025.pdf Praxis; Early Childhood Education 5025 Praxis; Early Childhood Education 5025.pdf
5 Stages of Language Acquisition
1. Acquisition learning hypothesis- difference between learning and acquiring language
2. Monitor hypothesis - Learned language "monitors" acquired language (ex: GRAMMAR CHECKIN)
3. Natural order hypothesis - Learning of grammar - normal "natural order"
4. Input hypothesis - When conversation is on par with language ability. Able to talk in convos and
understand convos.
5. Affective filler hypothesis - be able to learn language if more relaxed and not all like, "OMG."
Independent Reading
Reading level at which students can accurately recognize and comprehend words well enough that no
teacher guidance is needed. (95-100% accuracy).
Guided Reading
A teacher provides support for small, flexible groups of beginning readers. As students read a text or
book that is unfamiliar to them, the teacher works with them to teach them how to use a variety of
reading strategies. (92%-97% accuracy)
Whole Group Reading
Entire class will read the same text - teacher incorporates activities for phonics, comprehension, fluency,
and vocabulary
5 Critical Areas of Reading Instruction
1. Phonemic awareness : is commonly defined as the understanding that spoken words are made up of
separate units of sound that are blended together when words are pronounced.
Praxis; Early Childhood Education 5025.pdf Praxis; Early Childhood Education 5025 Praxis; Early Childhood Education 5025.pdf
, Praxis; Early Childhood Education 5025.pdf Praxis; Early Childhood Education 5025 Praxis; Early Childhood Education 5025.pdf
For example, hearing and saying that the word cat has three sounds, or phonemes /k/ /a/ /t/ is an
example of phonemic awareness skill.
2. Phonics : a set of rules that specify the relationship between letters in the spelling of words and the
sounds of spoken language.
3. Fluency : recognizing the words in a text rapidly and accurately and using phrasing and emphasis in a
way that makes what is read sound like spoken language.
4. Vocabulary: words we need to know to communicate with others. There are four types of vocabulary:
a.) listening: words we understand when others talk to us
b.) speaking: words we use when we talk to others
c.) reading: words we know when we see them in print (sight words and words we can decode)
d.) writing: words we use when we write
Listening and speaking vocabularies are sometimes referred to collectively as oral vocabulary.
5. Comprehension : constructing meaning that is reasonable and accurate by connecting what has been
read to what the reader already knows and thinking about all of this information until it is understood.
Comprehension is the final goal of reading instruction
Automacity (Automatic Reading)
Quick and accurate recognition of letters, words, and language conventions
Praxis; Early Childhood Education 5025.pdf Praxis; Early Childhood Education 5025 Praxis; Early Childhood Education 5025.pdf
Praxis: Early Childhood
Education 5025
Praxis: Early Childhood Education 5025
Phonics
involves teaching children to connect sounds with letters/groups of letters. Ex.: (K) can be represented
by C, K, or CH spellings.
Phonemic Awareness
An exclusively oral language activity; refers to the understanding that spoken words are made up of
individual sounds called phonemes. Instruction in phonemic awareness should be viewed as an
important element of a balanced reading program in the early elementary grades.
Learning Approach
the theory that language acquisition follows the basic laws of reinforcement and conditioning i.e.
memorize the rules
Linguistic Approach
based on letter-sound correspondence
Socio-cognitive Approach
Praxis; Early Childhood Education 5025.pdf Praxis; Early Childhood Education 5025 Praxis; Early Childhood Education 5025.pdf
,Praxis; Early Childhood Education 5025.pdf Praxis; Early Childhood Education 5025 Praxis; Early Childhood Education 5025.pdf
A language acquisition theory that states that the different aspects of linguistic, cognitive, and social
knowledge are interactive elements of total human development.
5 Basic Types of Phonemic Awareness
1. Ability to hear rhymes and alliteration. (ex: kids listens to poem, identifies rhyme words, teacher
records words on chart.)
2. Ability to do oddity tasks (ex: recognize number of a set that is different.)
3. Ability to orally blend words and split syllables.
4. Ability to orally segment words (ex: ability to count sounds in a word - "hamburger = ham-bur-ger = 3
sounds)
5. Ability to do phonics manipulation tasks (ex: replace the "r" sound in rose with a "p" sound = pose.)
Morphology
Refers to its rules for word formation. Are the smallest combination of sounds that have a meaning.
Prepositions, prefixes, suffixes, and whole words.
Semantics
Meaning of words and sentences
Syntax
Language rules that govern how words can be combined to form meaningful phrases and sentences
Pragmatics
Describes how context can affect the interpretation of communication. SOCIAL USE OF LANGUAGE ( EX:
SAYING WRONG THINGS AT THE WRONG TIME.)
Praxis; Early Childhood Education 5025.pdf Praxis; Early Childhood Education 5025 Praxis; Early Childhood Education 5025.pdf
,Praxis; Early Childhood Education 5025.pdf Praxis; Early Childhood Education 5025 Praxis; Early Childhood Education 5025.pdf
5 Stages of Language Acquisition
1. Acquisition learning hypothesis- difference between learning and acquiring language
2. Monitor hypothesis - Learned language "monitors" acquired language (ex: GRAMMAR CHECKIN)
3. Natural order hypothesis - Learning of grammar - normal "natural order"
4. Input hypothesis - When conversation is on par with language ability. Able to talk in convos and
understand convos.
5. Affective filler hypothesis - be able to learn language if more relaxed and not all like, "OMG."
Independent Reading
Reading level at which students can accurately recognize and comprehend words well enough that no
teacher guidance is needed. (95-100% accuracy).
Guided Reading
A teacher provides support for small, flexible groups of beginning readers. As students read a text or
book that is unfamiliar to them, the teacher works with them to teach them how to use a variety of
reading strategies. (92%-97% accuracy)
Whole Group Reading
Entire class will read the same text - teacher incorporates activities for phonics, comprehension, fluency,
and vocabulary
5 Critical Areas of Reading Instruction
1. Phonemic awareness : is commonly defined as the understanding that spoken words are made up of
separate units of sound that are blended together when words are pronounced.
Praxis; Early Childhood Education 5025.pdf Praxis; Early Childhood Education 5025 Praxis; Early Childhood Education 5025.pdf
, Praxis; Early Childhood Education 5025.pdf Praxis; Early Childhood Education 5025 Praxis; Early Childhood Education 5025.pdf
For example, hearing and saying that the word cat has three sounds, or phonemes /k/ /a/ /t/ is an
example of phonemic awareness skill.
2. Phonics : a set of rules that specify the relationship between letters in the spelling of words and the
sounds of spoken language.
3. Fluency : recognizing the words in a text rapidly and accurately and using phrasing and emphasis in a
way that makes what is read sound like spoken language.
4. Vocabulary: words we need to know to communicate with others. There are four types of vocabulary:
a.) listening: words we understand when others talk to us
b.) speaking: words we use when we talk to others
c.) reading: words we know when we see them in print (sight words and words we can decode)
d.) writing: words we use when we write
Listening and speaking vocabularies are sometimes referred to collectively as oral vocabulary.
5. Comprehension : constructing meaning that is reasonable and accurate by connecting what has been
read to what the reader already knows and thinking about all of this information until it is understood.
Comprehension is the final goal of reading instruction
Automacity (Automatic Reading)
Quick and accurate recognition of letters, words, and language conventions
Praxis; Early Childhood Education 5025.pdf Praxis; Early Childhood Education 5025 Praxis; Early Childhood Education 5025.pdf
