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Development of Self Awareness

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Recognizing self as an individual apart from other individuals. As young toddlers, recognizing self in mirror or photos. Then progresses to knowing name, gender, and age. In preschool years, more categorical self traits. Then begin to be aware of self in relation to peers and social context.

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How children navigate social situations

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1. Seeing 2. Thinking 3. Doing

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Latitude

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Geographic coordinate that specifies north-south position.

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Longitude

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Geographic coordinate that specifies east-west postion.

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Measuring distance

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1 km= 1000m = .621 mi 3ft= 1yd 1mi=5280ft

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human dignity

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A human being has an innate right to be valued and receive ethical treatment

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Justice

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act or treat justly or fairly.

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rule of law

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the principle that all people and institutions are subject to and accountable to law that is fairly applied and enforced

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Civic participation

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A. Raising an issue B. Making an informed decision C. Considering other perspectives D. Balancing individual and group needs

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Problem-solving skills

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Use investigation and experimentation to find answers to everyday situations.

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Reasoning skills

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Drawing conlusions based on logic, and using models.

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Communication skills

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Connecting math language to common language. Also includes reading, writing, discussing and presenting.

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Making connections

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Using math in everyday life, and applying to other fields of study.

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Representation

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Show mathematical ideas with drawings, illustrations or words.

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Conceptual understanding

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Teach concepts first and foremost. Procedures are learned too, but not without a conceptual understanding. A child is less likely to forget concepts than procedures. If conceptual understanding is gained, then a child can reconstruct a procedure that may have been forgotten. On the other hand, if procedural knowledge is the limit of that child's learning, there is no way to reconstruct a forgotten procedure.

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Procedural skills

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Use of algorithms (finding answers to problems according to set rules) Ex. If you think of division in terms of "divide, multiply, subtract, bring down" then you learned a division procedure (or algorithm).

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Number systems

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A way of counting things, and identifying quantity. The set of symbols used to express quantity as the basis for counting.

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Number sense

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Understanding the following about numbers: - their relative values, -how to use them to make judgments, -how to use them in flexible ways when adding, subtracting, multiplying or dividing -how to develop useful strategies when counting, measuring or estimating.

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Patterns, relationships, and functions

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Unifying theme of mathematics. By learning to recognize these, children will make mathematical discoveries. They should have opportunities to analyze, extend, and create a variety of patterns and to use pattern-based thinking to understand and represent mathematical and other real-world phenomena. These explorations present unlimited opportunities for problem solving, making connections, generalizations, and building mathematical understanding and confidence

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Defining attributes

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Geometrical properties that are generalizable to all of a given shape. Ex. All triangles must be closed figures and have 3 sides.

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Non-defining attributes

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Attributes that describe a shape, but are not necessary for that shape. Ex. color, size, orientation.

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Two-dimensional shapes

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Dimensions are length and width. These shapes have sides and angles, and are "flat". Examples: Triangle, rectangle, polygon, circle

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three-dimensional shapes

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Dimensions are length, width, and depth. These shapes have faces, vertices, and edges. Examples: Cube, sphere, cylinder, prism, cone

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Observation vs. Inference

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Observation- using your senses to know or determine something Inference- making an explanation for your observation

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Prediction vs. Fact

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Prediction- what you think is going to happen Fact- What is actually true

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Onset

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Any consonant presented before a vowel in a word. (i.e. in the word "star" /st/ is the onset"

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Rime

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Any vowel and consonant(s) following an onset. In "star"/ar/ is the rime. Also known as Rhyme when two words have the same rimes.

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Phoneme

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The smallest units of sound. In "rich" there are 3 phonemes, /r/ /i/ /ch/

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Phonemic Awareness

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The understanding that words are comprised of small segments of sound.

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Synthetic Phonics

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Approach that builds words from the ground up. Readers connect letters to their corresponding phonemes, and then to blend those together to create a word. i.e. "apple"- sound out each segment of the word (/a/ /p/ /l/) and then blend these sounds together to say the entire word.

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Analytic phonics

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Approaches words from the top down. A word is identified as a whole unit and then its letter-sound connections are parsed out. This approach is especially helpful when a reader comes to words that cannot be sounded out (such as "caught" and "light") and reinforcement of sight words

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Analogy phonics

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Uses familiar parts of words to discover new words. Ex. "stun". Notice that the second half of the word is the same as other familiar words ("sun" and "fun"). She can then apply her knowledge of this phoneme to easily decode the word.

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Alphabetic Principle

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assumes that for each speech sound or phoneme in an alphabetic writing system, there is a specific grapheme. This principle states that the print letter will evoke a certain sound and vice versa.

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Stages in Reading Development

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1. Awareness and Exploration (pre-k) 2. Emergent (pre-k/K) 3. Early (K/1) 4. Transitional (1/2) 5. Fluent (3+)

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Awareness and Exploration Stage

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First stage of reading development. Characterized by: Print awareness, exploration and understanding that books tell stories. Activities to encourage development in this stage: sing songs and nursery rhymes, read lots of books, discuss items or characters in stories.

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Emergent Stage

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Second stage of reading development. -uses one to one matching (connects spoken and written words) - uses left to right progression - recognizes some known words and uses picture clues and print to recognize new words - understands the difference between letters and words - has control of most consonant sounds

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Early Stage

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Third stage of reading development. -analyzes new words and checks them against what makes sense and sounds right - uses meaning to begin to self-correct - uses known words and word parts to figure out unknown words - begins to retell the major points of the text - decreases the use of finger pointing as fluency and phrasing increase - uses prior knowledge and own experience to make meaning

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Transitional Stage

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Fourth stage of reading development. Use multiple sources of information (meaning; language structure; visual/graphophonic) and a variety of strategies (check; monitor; search; predict; confirm; self correct) to problem solve while reading Make predictions and confirm or revise them while reading Recognize the importance of monitoring reading for understanding Use familar parts of words (beginning, middle, end) to problem-solve unknown words Know a large core of high frequency words automatically Read many punctuation marks appropriately Read most texts with phrasing and fluency Begin to read a greater variety of longer and more complex texts (fictional and informational) Attend more to story structure and literary language Engage in discussions about what is read

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Fluent Stage

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Fifth stage of reading development. Children shift from learning to read, to reading to learn

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Print Awareness

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Key Concepts: •Printed language is different from pictures •Printed language has meaning--it also represents the world around us •Printed language is useful for communication with others •Printed language is made up of letters and numbers •Letters and numbers are all around us

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Gentry's Transitional Spelling Stages

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1.Precommunicative Stage 2.Semiphonetic Stage 3. Phonetic Stage 4. Transitional Stage 5. Correct Stage

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Precommunicative Stage

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First transitional spelling stage from invented to conventional. The child uses letters from the alphabet, but without any letter-sound correspondence.

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Semiphonetic Stage

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Second transitional spelling stage from invented to conventional. The child starts to understand that letters represent sounds, and usually uses only one letter per sound, blend or word. For example, "U" for "you".

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Phonetic stage

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Third transitional spelling stage from invented to conventional. The child starts using one letter per sound and phonetically spells words that can be deciphered, such as "kom" for "come".

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Transitional Stage

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Fourth transitional spelling stage from invented to conventional. The child starts relying on visual representation and an understanding of word structure to spell words. For example, "higheked" for "hiked".

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Correct Stage

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Fifth and final transitional stage from invented to conventional. The speller understands the basic rules of English spelling, such as prefixes, suffixes, alternative spellings, and silent consonants. The speller also recognizes irregularly-spelled words, and generalizes about spelling and exceptions to the rules.

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Sight words

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Words frequently used that children learn to recognize by sight.

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Stages of writing development

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1. Scribbling 2. Mock writing (letter-like shapes) 3. Beginning letters 4. Letter writing (script)

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Scribbling

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First stage of writing. Child experiments by making marks or scribbles. This stage provides the child with the opportunity to explore and better understand writing tools. Although scribbles may not look like a specific drawing or writing, this stage is highly significant. At the basic level it allows the child to discover the world of writing through simplistic actions.

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Mock Writing (Letter-like shapes)

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As the child invents imaginative play scenarios, she may mimic adult actions such as cooking, working or handwriting. Children in this writing stage are often seen creating their own version of written words based on what they see adults do. This writing looks little like actual letters, and may be more akin to scribbles in appearance. The key difference between this and the former stage of scribbling is the intent behind the writing and the ability to distinguish random marks from intentional written words

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Beginning Letters

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In this stage, preschoolers create beginning or mock letters. Unlike mock writing, which mimics the general script of an adult's handwriting, mock letters are meant to look like real individual symbols of the alphabet. The child may not yet be developmentally ready to draw the true letter structure, but is capable of making marks that slightly resemble it.

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Script (Letter writing)

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This stage includes a move into realistic-looking alphabet symbols that closely resemble the actual letter structure. Children may begin this stage with familiar letters, such as the first letter of their name. At this stage of writing development, preschoolers have the developmental ability to observe letters and copy or write the lines and curves necessary to recreate them with some degree of accuracy.

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Writing Process

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1. Brainstorming 2. Writing (drafting) 3. Revising 4. Editing 5. Rewriting 6. Publishing

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Brainstorming

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First step in writing process: Considering purpose and goals for writing, using graphic organizers to connect ideas, and designing a coherent structure for a writing piece. For kindergarten students, scribbling and invented spelling are legitimate stages of writing development; the role of drawing as a prewriting tool becomes progressively less important as writers develop. Have young students engage in whole-class brainstorming to decide topics on which to write. For students in grades 3-5, have them brainstorm individually or in small groups with a specific prompt, such as, "Make a list of important people in your life," for example.

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Writing (drafting)

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Second step in writing process: Students work independently at this stage. Confer with students individually as they write, offering praise and suggestions while observing areas with which students might be struggling and which might warrant reinforcent.

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Revising

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Third step in writing process: Think more deeply about your readers' needs and expectations. The document becomes reader-centered. How much support will each idea need to convince your readers? Which terms should be defined for these particular readers? Is your organization effective? At this stage you also refine your prose, making each sentence as concise and accurate as possible. Make connections between ideas explicit and clear.

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Editing

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Fourth step in writing process: Check for such things as grammar, mechanics, and spelling.

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Rewriting

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Fifth step in writing process: Make your changes

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Motivating children to write

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Audience. We write a letter because we believe that someone will read it. We complete an assignment because it will be read and graded. We submit an article to a publication because we hope it will be published and appreciated by many. When there are readers, writers will work. Naturally, a positive response from the reader—be it parent or teacher, publisher or public—will motivate the writer to continue presenting his words on paper to his Audience. This approval is most effective motivation. Start with family then work outward.

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Systems

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A group of parts working together as a whole.

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Cycles

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processes that repeat themselves over and over again.

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Constancy and change

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the observable properties of natural organisms and events

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Formulating questions

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creating questions based on curiosity about your observations and inferences. questions provide a focus for experiments.

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Testing Hypotheses

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further observations and questioning

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Communicating information

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to help explain the world

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Observing, describing, classifying

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Categorizing scientific things

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making inferences

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drawing a conclusion from information we observe

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communicating and representing findings

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graphs or charts used to explain what we saw in our experiment

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using simple tools

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keeping experiments and descriptions simple

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collecting and using data

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how to gather information and what will we use it for?

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States of matter

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solid, liquid and gas

Praxis II 0022/5022 Early Childhood Content Knowledge – Flashcards

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