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Praxis RVE Questions and Answers Latest Updated 2022
Prealphabetic Stage ✔✔first stage of reading development
-understanding of some familiar words -do no know that letters represent sounds in written words but understand words carry messages
Early Alphabetic Stage ✔✔Second stage of reading development
-learn that letters make up the sounds in written words -begin to read and spell out words by sounding out parts -attempt to read sounds by sounding out beginning of the word and guessing the rest.
Later Alphabetic Stage ✔✔Third stage of reading development
-recognize all sounds within a word and match letters to those sounds -Attempt sounding out complete words -sight words picked up quickly
Orthographic Stage ✔✔Fourth stage
-Learn the spelling system by understanding relationship between sounds and their symbols -begin to recognize patters in the spelling of words and associate meaning with those patterns (ed means past)
Alphabetic Principle ✔✔the idea that letters make up the sounds in written words
Identifying phoneme Knowledge ✔✔Give student list of words and ask for rhymes, matching beging sounds, match ending sound.
Best: ask, "how many sounds do you hear in sat (simple word)"
What are Phonemic Awareness skills? ✔✔Ability to count the phonemes in a word, separating a word into phonemes, connection phonemes to form a word, and substituting phonemes to create other words
How can you help develop a student's ability to blend separate phonemes to create a word? ✔✔ie: b/r/a/n/ch
Oral communication: Sound out each phoneme separately and have the student attempt to say the word it creates.
Concrete cues: write each of the phonemes on a separate card. Have student place one card on table at a time and pronounce the phoneme as he does so, after all the cards are down the student sound out the word (visual cues will help the student piece together the word and will also help with retention)
How can you help develop a student's ability to delete or substitute phonemes? ✔✔concrete cues (cards with letters written on them)--allows students to take away and substitute phonemes as they please
Rhyming game: read story, chose word that read a lot in the story, write the word on a piece of paper (draw picture of word for imagery), have student list words that rhyme with the word--write under the word
How can you help students develop print concepts? ✔✔a simple book "walkthrough"
directionality of print: paper with simple paragraph, have students draw arrows that move with the words. Draw arrow at end of line that points to next line. As you read, have students finger follow the arrow
individual letters: use blocks to build word with each block having an individual letter.
print carries meaning: read story from a book, as read hold up book so students can see pictures.(also make connection from pages turning).
match voice with print: write a sentence on blackboard, read sentence by pointing to each word as read. OR give student copy of sentence on paper and have them repeat the sentence and point to each word as it's said
How should you teach sight words? ✔✔By using them in meaningful words. Accompany a phrase with a picture ie. "box OF crayons" (sight word in bold) to teach "of"
What are decodable texts? ✔✔texts where readers can decipher words using the phonics skills they've been taught.
What are consonant blends? ✔✔two letters make joined sound "sl, br, st"
What are consonant diagraphs? ✔✔two letters make one sound "ch, sh, th"
How can you teach r-controlled vowels? ✔✔six students go to front of room and 5 are vowels, one is r. They say their letter sound and when the R grabs them they change the sound to show how "bossy the r is"
bingo, word searches, spelling races
What are word-analysis skills? ✔✔3 basic strategies: context clues, word structure clues (predict words meaning by looking at word structure, and analogy clues (comparing unknown word to known words that are similar in spelling or pronunciation.
What are word-attack strategies? ✔✔help students figure out and understand unfamiliar words they come across while reading.
look at pictures Look for familiar chunks of letters within the word Read the sentence more than once Continue reading (word may be in another sentence) Use prior knowledge
Context Clues ✔✔semantic clues--meaning clues. If story about a dog, then "puppy," "bark" should be seen.
syntactic clues--order of words. My dog likes to ____ (needs to be a verb).
picture clues--what's the picture show?
synonym clues--look for words like "also", "too", "same" and compare the thoughts to get meaning (antonyms too!)
example clues--look for signal words "such as", "including" and then know that examples are being given that might help define an unfamiliar word
word structure clues--decipher meaning by analyzing groups of letters within in an unknown word
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