TExES Core Subjects EC-6 (291)solved

phonemic awareness development Awareness of sounds in a language Awareness of rhymes ​ Awareness that sentences can be broken down into words, syllables, and sounds Ability to talk about, reflect upon, and manipulate sounds Understanding the relationship between written and spoken language Rhyming, segmenting sentences into words, blending syllables into words, delete/substitute syllables/sounds from words phonemes the smallest unit of speech that can be used to make one word different from another word. single unit of sound 00:00 Vowel-consonant patterns In a cvc pattern, the vowel is often a short vowel sound. In a CVCe word, the vowel is followed by a consonant and then the letter e. The e is usually silent and the vowel before the e is usually long. In a CVVC word, two vowels appear between two consonants. reading comprehension: A. Literal B. Inferential C. Evaluative Literal - Readers identify and/or recall relevant information explicitly stated in the reading selection by - identifying the order of events or a specific event from a sequence of events. -identifying details such as key words, phrases or sentences that explicitly state important characteristics, circumstances, or similarities and differences in characters, times or places. Inferential - Readers use information explicitly stated in the passage to determine what is not stated. Readers derive meaning by -identifying implicit relationships (relationships not directly stated) such as cause and effect, sequence-time relationships, comparisons, classifications and generalizations. -predicting probable future outcomes or actions. Evaluative - In evaluative comprehension readers analyze and make judgments about what they read. At this level, readers use evidence from the text to reach conclusions and make generalizations about the text and its wider implications by -drawing conclusions about the characteristics, values, and habits of human beings. -drawing conclusions about the author's motivation or purpose for writing a passage or story based on evidence in the selection. Spelling Development: PRECOMMUNICATIVE SPELLING "babbling" stage of spelling. Children use letters for writing words but the letters are strung together randomly. The letters in precommunicative spelling do not correspond to sounds. Examples: OPSPS = eagle; RTAT = eighty. SEMIPHONETIC SPELLERS know that letters represent sounds.They perceive and represent reliable sounds with letters in a type of telegraphic writing. Spellings are often abbreviated representing initial and / or final sound. Examples: E = eagle; a = eighty. PHONETIC SPELLERS spell words like they sound.The speller perceives and represents all of the phonemes in a word, though spellings may be unconventional. Examples: EGL = eagle; ATE = eighty. TRANSITIONAL SPELLERS think about how words appearr visually;a visual memory of spelling patterns is apparent. Spellings exhibit conventions of English orthography like vowels in every syllable, e-marker and vowel digraph patterns, correctly spelled inflectional endings, and frequent English letter sequences. Examples: EGIL = eagle; EIGHTEE = eighty. CONVENTIONAL SPELLERS develop over years of word study and writing. Correct spelling can be categorized by instruction levels. For example, correct spelling for a corpus. . . words that can be spelled by the average fourth grader would be fourth grade level correct spelling. Place the word in this category if it is listed correctly. Expository essay genre of essay that requires the student to investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and concise manner. present a fair and balanced analysis of a subject based on facts—with no references to the writer's opinions or emotions. phonological awareness Phonological awareness is the understanding that speech can be broken into smaller units of sound such as words, syllables, onsets and rimes, and phonemes. What is the difference between phonemic awareness and phonics? Phonics involves the relationship between sounds and written symbols, whereas phonemic awareness involves sounds in spoken words. Therefore, phonics instruction focuses on teaching sound-spelling relationships and is associated with print. Most phonemic awareness tasks are oral. Sequencing Phonemic Awareness Skills Kinder - 1st grade Kindergarten - Oral activities in kindergarten focus on simple tasks such as rhyming, matching words with beginning sounds, and blending sounds into words. 1st - In first grade, phonemic awareness tasks are more advanced, focusing on blending ("Blend these sounds together "mmmm-aaaa-nnnn), segmentation ("What are the sounds in man?), and the substitution and manipulation of phonemes graphophonemic knowledge is the recognition of letters and the understanding of sound-symbol relationships and spelling patterns. Graphophonemic Knowledge is often referred to as phonics. Inquiry-based instruction starts by posing questions, problems or scenarios—rather than simply presenting established facts or portraying a smooth path to knowledge. The process is often assisted by a facilitator. Didactic questioning can be used to effectively diagnose recall and comprehension and to draw on prior learning experiences." They are "questions that tend to be convergent (i.e. they tend to focus on one topic), factual, and often beginning with "what", "where", "when", "how". A concept map or conceptual diagram is a diagram that depicts suggested relationships between concepts. It is a graphical tool that instructional designers, engineers, technical writers, and others use to organize and structure knowledge. early writing development stages 2-3 Random scribbling 3 Controlled scribbling 3-4 Mock writing 4-5 Writing letters 5-6 Writing Words writing development stages prephonemic early phonemic letter name transitional conventional Pre - random/controlled scribbling, drawing, mock letters, letter strings, separated words Early - picture labeling (dog = D), first letter of a word represents the word letter name - beginning and ending letters transitional - sound is a constant, sound is a vowel but it is wrong (gres for grass), child hears beginning/middle/end, full sentence writing conventional - full correct spelling of words KWL chart graphic organizers that help students organize information before, during and after a unit or a lesson. They can be used to engage students in a new topic, activate prior knowledge, share unit objectives, and monitor learning. Column 1: What do you Know about the topic? Column 2: What do you Want to know? Column 3: What did you Learn? A. Formative B. Summative D. Criterion Summative assessment is what students tend to focus on. It is the assessment, usually on completion of a course or module, which says whether or not you have "passed". It is—or should be—undertaken with reference to all the objectives or outcomes of the course, and is usually fairly formal. AKA End of the unit chapter tests, state assessments Formative assessment is going on all the time. Its purpose is to provide feedback on what students are learning: to the student: to identify achievement and areas for further work to the teacher: to evaluate the effectiveness of teaching to date, and to focus future plans. AKA practice Formative assessment helps teachers determine next steps during the learning process as the instruction approaches the summative assessment of student learning. GCF LCM GCF = list factors of each, circle the common, grab the greatest common factor LCM = list the multiples, look at the common multiples, theoretical probability of an event is the number of ways that the event can occur, divided by the total number of outcomes. It is finding the probability of events that come from a sample space of known equally likely outcomes. experimental probability the ratio of the number of times an event occurs to the total number of trials or times the activity is performed. theoretical vs experimental probability For example, if a dice is rolled 6000 times and the number '5' occurs 990 times, then the experimental probability that '5' shows up on the dice is 990/6000 = 0.165. For example, the theoretical probability that the number '5' shows up on a dice when rolled is 1/6 = 0.167. slope or gradient of a line is a number that describes both the direction and the steepness of the line. geometric solids V, E, F A vertex is a corner. An edge joins one vertex with another. A face is an individual surface. area of a triangle 1/2 b*h the area of a triangle must be one-half the area of a parallelogram area of a parallelogram b*h area of square area of rectangle area of circle s2 L * W A=πr2 volume of pyramid volume of a cube volume of Right Rectangular Prism volume of Prism or Cylinder 1/3 × [Base Area] × Height V=s3 V=LWH V=Ah Bill of rights the collective name for the first ten amendments to the United States Constitution. Written by James Madison in response to calls from several states for greater constitutional protection for individual liberties, the Bill of Rights lists specific prohibitions on governmental power. The Virginia Declaration of Rights, written by George Mason, strongly influenced Madison. *Constitution's lack of a bill of rights that would place specific limits on government power. Antifederalists wanted this perimeter of a rectangle perimeter of a square perimeter of a triangle P=2L+2W P = 4s a + b + c metric measures Kilo, Hecto, Deka, Meter, Deci, Centi, Milli 1 milliliter = 0.1 centiliters = 0.01 deciliters = 0.001 liters = 0.000 1 dekaliters= 0.000 01 hectoliters = 0.000 001 kiloliters mm to cm mm to m 1 mm = 0.1 cm 1 mm = 0.001 m inquiry-based activity starts by posing questions, problems or scenarios—rather than simply presenting established facts or portraying a smooth path to knowledge. The process is often assisted by a facilitator. net force sum of all forces acting on an object. A net force is capable of accelerating a mass. For instance, if the wheels of a car push it forward with 5 Newtons and drag is 3 Newtons , the net force is 2 Newtons , forward. potential energy Potential Energy is any type of stored energy. It can be chemical, nuclear, gravitational, or mechanical. chemical energy nuclear energy electrical energy Chemical energy is stored in the bonds between the atoms in compounds. This stored energy is transformed when bonds are broken or formed through chemical reactions. Nuclear energy is the stored potential of the nucleus of an atom. Most atoms are stable on Earth; they keep their identities as particular elements, like hydrogen, helium, iron, and carbon, as identified in the Periodic Table of Elements. Fission & Fusion Electric energy is to the kinetic energy of moving electrons, the negatively-charged particles in atoms. Energy transformations Chemical - mechanical - thermal - heat energy Think of when you're hungry. When you eat a piece of bread to satisfy this hunger, your body breaks down the chemical bonds of the bread and uses it to supply energy to your body. In this process, the chemical energy is transfo