PRAXIS II: ENGLISH LANGUAGE ARTS: CONTENT
KNOWLEDGE (5038) TEACHING STRATEGIES WITH
COMPLETE SOLUTIONS 100% 2023
Semantic Feature Analysis
A strategy for categorizing terms by characteristics.
Set in columns of characteristics.
Rows of words or themes and put a + or - sign if they fall into the column characteristics.
Ex: grid of vocabulary and then use a + or - to see what the students know about that word.
Background Building
Using connections in a student background.
Anticipation Guide
Before reading to activate prior knowledge. A series of questions or statements students work on
silently and either agree or disagree with each statement.
Ex: a teacher prepares a list of statements about what constitutes a tragedy, and asks students to
indicate whether they agree or disagree with each statement. After reading the play, the class will
discuss what their misconceptions were and how they have revised their thinking.
Purpose
• Help students to activate their prior knowledge and experience and think about the ideas they
will be reading.
• Encourage students to make a personal connection with a topic or unit of work so that they can
integrate new knowledge with their background experience and prior knowledge.
Visual Example: https://interactive-notebooks.wikispaces.com/Anticipation+guide
Metalinguistic Awareness
Is the ability to think and talk about language as language. Native speakers generally come by this
naturally but still need to be taught.
Ex: "can" has two meanings
"Nail" has two meanings
Example from study guide:
The strategy of teaching Ella that words can have multiple meanings
Kinesthetic Activity
Students draw pictures to define the vocabulary words.
Vernacular Language
The dialect, or normal spoken form of language of a specific population
Colloquial
The use of informal words and expressions that are not considered standard
Guiding Strategy in Prewriting
Having students brainstorm a variety of situations in which they have been asked to express their
opinions.
, Visual Aids for an Oral Activity
Accessing integrated Web content for the audience to view during a lecture.
Displaying multiple charts and graphs during a presentation.
Showing photographs during the delivery of a speech.
5w's
Used for basic information gathering.
Who?
What?
Where?
When?
Why?
And how?
Metacognition
Often described as thinking about one's thinking; it is also being aware of what one knows and does
not know. Students use these skills:
-develop a plan of action
-maintain/monitor the plan
-evaluate the plan
Metacognitive Awareness- Before Reading Questions
Developing the plan
- what is my purpose for reading?
-what do I already know about this topic?
-how long do I think it will take for me to read it?
Metacognitive Awareness- During Reading Questions
-do I understand what I am reading?
-if not, what can I do to help myself?
-what do I already know that I can connect this info to?
-do I need to change my pace?
-what are the important ideas?
Metacognitive awareness -After Reading Questions
-how did I do?
-did the reading meet my expectation?
-did I understand?
-do I need to revisit any part of the text?
Think-Pair-Share
-Teacher asks the question.
-Students think about the answer to the question.
-students turn to a partner to discuss their individual answers.
-teacher then asks students to share what the partners came up with.
KNOWLEDGE (5038) TEACHING STRATEGIES WITH
COMPLETE SOLUTIONS 100% 2023
Semantic Feature Analysis
A strategy for categorizing terms by characteristics.
Set in columns of characteristics.
Rows of words or themes and put a + or - sign if they fall into the column characteristics.
Ex: grid of vocabulary and then use a + or - to see what the students know about that word.
Background Building
Using connections in a student background.
Anticipation Guide
Before reading to activate prior knowledge. A series of questions or statements students work on
silently and either agree or disagree with each statement.
Ex: a teacher prepares a list of statements about what constitutes a tragedy, and asks students to
indicate whether they agree or disagree with each statement. After reading the play, the class will
discuss what their misconceptions were and how they have revised their thinking.
Purpose
• Help students to activate their prior knowledge and experience and think about the ideas they
will be reading.
• Encourage students to make a personal connection with a topic or unit of work so that they can
integrate new knowledge with their background experience and prior knowledge.
Visual Example: https://interactive-notebooks.wikispaces.com/Anticipation+guide
Metalinguistic Awareness
Is the ability to think and talk about language as language. Native speakers generally come by this
naturally but still need to be taught.
Ex: "can" has two meanings
"Nail" has two meanings
Example from study guide:
The strategy of teaching Ella that words can have multiple meanings
Kinesthetic Activity
Students draw pictures to define the vocabulary words.
Vernacular Language
The dialect, or normal spoken form of language of a specific population
Colloquial
The use of informal words and expressions that are not considered standard
Guiding Strategy in Prewriting
Having students brainstorm a variety of situations in which they have been asked to express their
opinions.
, Visual Aids for an Oral Activity
Accessing integrated Web content for the audience to view during a lecture.
Displaying multiple charts and graphs during a presentation.
Showing photographs during the delivery of a speech.
5w's
Used for basic information gathering.
Who?
What?
Where?
When?
Why?
And how?
Metacognition
Often described as thinking about one's thinking; it is also being aware of what one knows and does
not know. Students use these skills:
-develop a plan of action
-maintain/monitor the plan
-evaluate the plan
Metacognitive Awareness- Before Reading Questions
Developing the plan
- what is my purpose for reading?
-what do I already know about this topic?
-how long do I think it will take for me to read it?
Metacognitive Awareness- During Reading Questions
-do I understand what I am reading?
-if not, what can I do to help myself?
-what do I already know that I can connect this info to?
-do I need to change my pace?
-what are the important ideas?
Metacognitive awareness -After Reading Questions
-how did I do?
-did the reading meet my expectation?
-did I understand?
-do I need to revisit any part of the text?
Think-Pair-Share
-Teacher asks the question.
-Students think about the answer to the question.
-students turn to a partner to discuss their individual answers.
-teacher then asks students to share what the partners came up with.
