Praxis 5623 Exam Questions and Answers 100%
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Terms in this set (27)
A small-group teaching method based on principles
of question generation; through instruction and
Reciprocal Teaching modeling, teachers foster metacognition skills
primarily to improve the reading performance of
students who have poor comprehension
This is a summarization strategy students use. In this
Generating Interaction approach, students write a 15-word summary of an
between Schemata and article, then work to delete trivial propositions to
Text (GIST) choose the main idea. Then they select topic
statements that fit the 15-word summary.
Assesses students' knowledge before they begin a
unit of study or a lesson and again after they
participate in the unit or lesson. The guide consists of
Anticipation Guides a list of statements the student marks as true or false.
They indicate what the students know or anticipate
being true or false and then what they learned about
the topic after study.
This is used to look at critical
questions by integrating what
the student already knows
Inquiry Chart
about a topic and what
information is gained from
various resources.
, used to represent a problem, its
possible or attempted solutions,
network tree
and their results.
The findings of the National Institute for Literacy
indicate:
- content-area teachers are not responsible for
content-area teachers
improving adolescent literacy skills.
must be aware of literacy
- the primary responsibility of content-area teachers
instructional approaches
should be to improve adolescents' literacy skills.
that can be integrated
- content-area teachers must be aware of literacy
within their existing
instructional approaches that can be integrated within
curricula
their existing curricula.
- the needs of diverse learners cannot be assessed
accurately by content-area teachers.
Using this skill, a reader or writer understands the
tasks of an activity and uses effective strategies that
self-regulation help him or her complete the tasks. This refers to
understanding the task so the reader or writer knows
how to perform to achieve his or her goals.
the most common form of formative assessment, may
Teacher questioning occur orally or in writing. However, should not rely
solely on this technique.
refers to the linguistic ability to identify and describe
Morphology the components of a word, such as its root and affixes
(prefixes and suffixes).
G. Stanley Hall's phrase for the intense moodiness,
Storm and Stress emotional sensitivity, and risk-taking tendencies that
characterize the life stage he labeled adolescence
Between 2000 and 2008, the dropout rates of high
school students differed by race and ethnicity. While
Dropout Rates overall, the rates decreased; the rates were lower for
Whites and Blacks than for Hispanics and
Asians/Pacific Islanders.
Correct
Save
Terms in this set (27)
A small-group teaching method based on principles
of question generation; through instruction and
Reciprocal Teaching modeling, teachers foster metacognition skills
primarily to improve the reading performance of
students who have poor comprehension
This is a summarization strategy students use. In this
Generating Interaction approach, students write a 15-word summary of an
between Schemata and article, then work to delete trivial propositions to
Text (GIST) choose the main idea. Then they select topic
statements that fit the 15-word summary.
Assesses students' knowledge before they begin a
unit of study or a lesson and again after they
participate in the unit or lesson. The guide consists of
Anticipation Guides a list of statements the student marks as true or false.
They indicate what the students know or anticipate
being true or false and then what they learned about
the topic after study.
This is used to look at critical
questions by integrating what
the student already knows
Inquiry Chart
about a topic and what
information is gained from
various resources.
, used to represent a problem, its
possible or attempted solutions,
network tree
and their results.
The findings of the National Institute for Literacy
indicate:
- content-area teachers are not responsible for
content-area teachers
improving adolescent literacy skills.
must be aware of literacy
- the primary responsibility of content-area teachers
instructional approaches
should be to improve adolescents' literacy skills.
that can be integrated
- content-area teachers must be aware of literacy
within their existing
instructional approaches that can be integrated within
curricula
their existing curricula.
- the needs of diverse learners cannot be assessed
accurately by content-area teachers.
Using this skill, a reader or writer understands the
tasks of an activity and uses effective strategies that
self-regulation help him or her complete the tasks. This refers to
understanding the task so the reader or writer knows
how to perform to achieve his or her goals.
the most common form of formative assessment, may
Teacher questioning occur orally or in writing. However, should not rely
solely on this technique.
refers to the linguistic ability to identify and describe
Morphology the components of a word, such as its root and affixes
(prefixes and suffixes).
G. Stanley Hall's phrase for the intense moodiness,
Storm and Stress emotional sensitivity, and risk-taking tendencies that
characterize the life stage he labeled adolescence
Between 2000 and 2008, the dropout rates of high
school students differed by race and ethnicity. While
Dropout Rates overall, the rates decreased; the rates were lower for
Whites and Blacks than for Hispanics and
Asians/Pacific Islanders.
