XAM FTCE prek-3rd grade study guide part 3 – Flashcards
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literal interpretation
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-teachers should encourage children to use context cluse -guess the meaning of words -glossaries/dictionaries to check knowledge and understanding
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interpretive thinking skills
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requires that children fit what they are hearing and reading into their own mental framework
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purposes of reading assignments
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associate-relate ideas to each other visualize-see pictures in your mind as you read -concentrate-have a specific purpose for reading -repeat-keep reminding yourself o important points and associate details to these points
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oral language
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-involves receiving and understanding messages ent by other people and then expressing our own feelings and ideas
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listening
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communication process
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reasoning skills
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-higher order skills that involve recalling information, forming basic concepts, creating ideas, and critical thinking skills
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phonics promotes
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critical thinking skills
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when children have opportunity to analyze what they read
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they no longer become passive learners, but are actively engaged in the learning process
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counting in kindergarten
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read the numbers 0 through 10
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counting first grade
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read through the number 20
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commutative
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change the order of the terms or factors a + b= b +a addition ab=ba multiplication 5+8=8+5=13 2x6=6x2=12
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associative
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regroup the terms as you like addition= a+(b+c)=(a+b)+c multiplication= a(bc)=(ab)c doesn't apply to division and subtraction (2+7)+5=2+(7+5) 9+5=2+12=14 (3x7) x5= 3x (7x5) 21x5=3x 35=105
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identity
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finding a number that when added to a term results in that number (additive identity) finding a number such that when multiplied by a term results in that number ( multiplicative identity) addition- a+0=a (zero is additive identity) 17 + 0=17 multiplication a x 1=a (one is mulitiplicative 34 x 1=34
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inverse
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finding number such that when added to the number it results in zero; or multiplied by the number results in 1 addition: a-a=0 multiplication: a x(1/a)=1 (-a) is the additive inverse of a; (1/a), also called the reciprocal, is the mulitplciatve inverse of a. 25-25=0 5x 1/5=1 the product of any number and its reciprocal is one
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distributive
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helpful when you cannot combine the terms inside the parenthese a(b+c)=ab +ac 6x(4+9)=(6x4) +(6x9) 6x13=24+24+54=78
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five steps of problem solving
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-identify the problem -determine the question -find a strategy to solve the problem -gather the materials and method to record your work -solve the problem -explain the method used to solve the problem
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direct observation
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the most effective method of assessing problem solving skills
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major conjectures
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are assumptions, hypothesis predictions, or estimates about the problem presented -students should be able to justify their thinking -as students become more confident, they should be able to describe a plan for validating their suppositions
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using models
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students use objects or models to investigate their conjectures, and children aged four through ten must have access to pictures, objects, or other tangibles. -directly involves working through the plan development to prove or disprove the conjecture -
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drawing logical conclusions
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students have completed the plan and have a solution -children determine whether or not the conjecture made at the beginning is an accurate hypothesis -children should be able to explain how they arrived at the conclusion and make appropriate connections to all of the previous steps
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guess and check strategies
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students can make an initial guess at the solution, check the answer, and use the outcome to guide the next answer -with each successive guess, the student gets closer to the correct answer -constructing a table may help
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Work backwards
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when solving a problem that gives the final result and steps to reach the result, work backwards to determine what the starting point must have been
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estimation and reasonable
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-related skills students should use before solving a problem
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venn diagrams math
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excellent for comparing mathematical concepts
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manipulative
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hands on materials that make abstract concepts concerte for students -not all manipulative can be used to model a mathematical idea
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purpose
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identify the reason for the search
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objective
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have a clear thesis for a project so that you can specific on net searches
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preparation
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using resources or collecting data, crate folders for sorting through the info.
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procedure
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-organize folders and make a procedural list of what the project or presentation needs to include
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visual or artifacts
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choose data or visuals that make specific to the subject content or presentation
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opinion polls
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represent the opinion of the population
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projection
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process of putting the feature of the earth onto a flat surface
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gnomonic projections
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flat projections all meridians appear as straight lines -use ful because any straight line drawn between points on it forms a great circle route
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great circle routes
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best describe as a globe
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the title
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all maps should have a title
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conformal map
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-a second map property is conformal or correct shapes -
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equal areas
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meridians and parallels are draw so that the ara shown have the same proportions as they do on earth
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mercator projection
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map that doesnt have equal areas
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consistents scales
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-often maps will have two scales -foten maps will have two scales noted in the key -one scale would be accurate to measure between points along the equator -measure distance between the north pole and south pole
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relief maps
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-show the shape of the land surface flat rugged or steep -usually given more details
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thematic maps
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these maps are used to show more specific information often on a single theme or topic -show distribution or amount of a feature over a certain given area in such topcis of interest as population density, climate, economic, information, cultural, and political info
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cartographers
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design maps
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graphs are used for
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-present a model or theory visually in order to show how two or more variable interrelate -present real word data visually in order to show how two or more variables interrelate
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bar graph
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-clarifies the differences in a given set of variables -limited because it cannot really show the actual proportional increase or decrease of each given variable
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line graph
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-shows decrease -linear or non-linear -shows treads over a periods of time
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-pie chart
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most common used charts to illustrate the differences in percentages among various items or demonstrate the division of a whole -shows relationship between various parts to each other and the whole percents are used to create circle graphs
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pictograph
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-shows comparison of quantities using symbols -each symbol reps a number of items
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spreadsheets
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-use simplifies data collection and manipulation and facilitation the presentation of data in a logical format
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communicate scientific info and results
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by using accurate data, visual presentations including bar, line, pie graphs, tables, charts, diagrams, art work, power points
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physical models
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provides a physical representation of an object, concept or system -create a physical model, determine what aspects of a concept we want to represent and at what scale -purpose may be to show the structure of an object
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graphical models
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-combine probability theory and graph theory to provide natural too for dealing with uncertainty and complexity -provides visual rep of dependencies and correlations among a random variables or computer generated and easily manipulated representation of a system to be studied
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CAD
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computer aided design to generate graphical models of 2 or 3 dimensional objects
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motor development
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how spontaneous actions within the structured central nervous system and environmental and social fiends temporarily link muscle groups to do different sequential kinds of work
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development stages newborn to 2 months
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laying on stomach, an infant pushes up on arms and lifts and holds head up
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development stages 2 to 6months
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use hands to support self in sitting, rolling from back to stomach and while standing with support accepts entire weight with legs
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development stages 7 to8 months
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sits and reaches for toys without falling, moves from stomach or back into sitting position, and creeps on hands and knees with alternate arm and leg movements (crawling)
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development stages 9 to 11
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pulls to stand and cruises along furniture, stands alone, and takes several independent steps
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development stages 12 months on
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walks independently and seldom falls, squats to pick up toys
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specific motor skills stages by 3
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walking is automatic
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specific motor skills stages by 4
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the child has mostly achieved an adult style of walking
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specific motor skills stages by 4-5
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child can run , stop, and turn
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specific motor skills stages by 5-6
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running is in the style of an adult
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specific motor skills stages between 3 and 6
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child should be able to climb using adders
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specific motor skills stages by 6
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can hop jump longer distances
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specific motor skills stages by 9
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eye-hand coordination normally has developed to a good point and growth continues slowly from this point
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nonlocomotor skills
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bending dodging stretching twisting turning swinging swaying pushing pulling
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manipulative skills
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bouncing or dripping catching kicking rolling striking throwing trapping
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command style
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teacher makes all decisions and controls all activities -allows very little student-teacher and student-student interaction -should me used only to demonstration and explanations
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practice style
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students make decisions and move at their own skill level during the implementation phase of skill development -useful when students have achieved basic skill competency -they will have to self pace practice and individual feedback
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reciprocal style
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involves the interaction of pairs of students -needs social interaction and students learn from each other through observation -instructor is free to interact with students
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inclusion style
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-gives all students the chance to participates in the same task regardless of skill level -students make decisions on how best to go about practicing and developing their skills -they learn their strengths and weakness through trail and error
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three types of communication delivery system
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written verbal visual
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written communication
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effective in communicating large amounts of info -instructors may give students written instructions for classroom activities to eliminate the need for extended and repeated explanation
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verbal communication
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-traditionally foundation of teacher student interaction -effective method of explaining skills and concepts
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visual communication
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-often underused -most effective way to introduce athletic skills and activities
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attribution theory
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describes how people make casual explantations and how they answer questions beginning with why -focuses on the info ppl use to make casual inferences and the way they use this info to answer causal questions
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social learning theory
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learning that occurs within a social content -emphasizes tat ppl learn from one another
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learned helplessness occurs
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in situations where contribute failure may inhibit a students ability to try angain and again and lead to many forms of depression -also when students experience events over which they feel they do not have control over
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self efficacy
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-describes the perceptions that students have about their abilities to perform at levels that influences the events that affect their lives -determine how people feel, think, motivate themselves, and behave
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technology
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application of science to commercial, educational, health related military, industrial objects
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isadora duncan
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mother of modern dance
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town
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basic unit of local government
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technology results from
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scientific discovery
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pasteur
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discovered micro-organisms in disease
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koch
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determined that each disease has a specific pathogen
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james watson
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developed science of genetics
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mass
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the amount of matter in an object
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weight
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measures the pull of gravity of an object
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oceans
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have the greatest influence on weather
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paper and cuisenaire rods
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used to teach fractions
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moon
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very little light reflected appears the same every 28 days
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strategies to help develop fluency
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-modeling fluent reading -explaining to students what fluent reading sounds like as opposed to reading word by word -using paired reading -reading aloud, including using dramatic scripts to encourage expression -focusing on maintain flow rather than correcting small mistakes -keeping reading fun by allowing for personal choice in reading materials -enourage serial and chapter books
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when learning letters chunk text into
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syntactic noun phrases, ver phrases,etc meaning until they are proficient themselves. stynatictic units are most commonly used for chunking
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instructional method for effective teaching for phonemic awareness part 1
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-clapping syllables -distinguishing between word n sound -visual cutes and movments 2 understand one sound to another
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must study phonics with
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open eyes -connection between letters on a page -see the word and sound out each word
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phonological awareness
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recognize the sound of spoken language -how it's blended, segmented, maniplated -learn the sounds made by various combinations of letters
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phonological awareness skills
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-rhyming and syllabification -blending sounds into words - pic-tur-bo-k -onset/rhime -segmenting -recognizing smaller words in the big word
