TExES Core Subjects EC-6 (291) questions with correct answers.
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TExES
TExES Core Subjects EC-6 (291) questions with correct answers.
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
...
TExES Core Subjects EC-6 (291) questions
with correct answers.
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
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
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