| Introduction |
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1 | (4) |
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1 | (1) |
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2 | (1) |
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2 | (1) |
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3 | (1) |
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3 | (2) |
| Part 1 Getting The Ball Rolling |
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5 | (54) |
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Chapter 1 The Praxis Elementary Education: CIA Test (5017) |
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7 | (24) |
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Analyzing the Format of the Test |
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8 | (5) |
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The topics the test covers |
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8 | (3) |
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The types of questions asked |
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11 | (2) |
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13 | (1) |
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13 | (1) |
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Making sense of your score |
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13 | (1) |
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Getting a Very Early Taste of 5017 |
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14 | (1) |
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Reading and Language Arts practice questions |
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15 | (1) |
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Answers to practice Reading and Language Arts questions |
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16 | (2) |
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Mathematics practice questions |
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18 | (2) |
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Answers to Mathematics practice questions |
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20 | (2) |
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Science practice questions |
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22 | (1) |
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Answers to Science practice questions |
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23 | (1) |
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Social Studies practice questions |
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24 | (1) |
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Answers to Social Studies practice questions |
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25 | (1) |
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Art, Music, and Physical Education practice questions |
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26 | (1) |
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Answers to Art, Music, and Physical Education practice questions |
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27 | (1) |
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Analyzing Your Practice Question Results |
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28 | (3) |
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Identifying what you missed |
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29 | (1) |
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Determining the why of what you missed |
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29 | (2) |
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Chapter 2 The Praxis Elementary Education: Content Knowledge Test (5018) |
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31 | (20) |
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Analyzing the Format of the Test |
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32 | (4) |
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The topics the test covers |
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32 | (2) |
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The types of questions asked |
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34 | (2) |
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36 | (1) |
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36 | (1) |
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Making sense of your score |
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36 | (1) |
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Getting Started on Taking the Test |
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37 | (1) |
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Reading and Language Arts practice questions |
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38 | (1) |
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Answers to practice Reading and Language Arts questions |
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39 | (2) |
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Mathematics practice questions |
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41 | (1) |
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Answers to Mathematics practice questions |
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42 | (2) |
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Science practice questions |
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44 | (1) |
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Answers to Science practice questions |
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45 | (1) |
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Social Studies practice questions |
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46 | (1) |
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Answers to Social Studies practice questions |
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47 | (1) |
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Analyzing Your Practice Question Results |
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48 | (3) |
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Identifying what you missed |
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48 | (1) |
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Determining the why of what you missed |
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48 | (3) |
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Chapter 3 Getting Ready for Test Day |
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51 | (8) |
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51 | (1) |
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Organizing Study Time Wisely |
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52 | (2) |
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52 | (1) |
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Compensating for lost study time |
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53 | (1) |
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Studying with other people |
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53 | (1) |
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54 | (1) |
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Using bonus study materials and techniques |
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54 | (1) |
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Familiarizing yourself with computer testing |
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54 | (1) |
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Preparing the Night Before the Test |
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54 | (1) |
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55 | (1) |
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Getting Extra Advice If You Have Taken the Test |
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56 | (1) |
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Looking into Test Accommodations |
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57 | (2) |
| Part 2 Subject Area Content Knowledge |
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59 | (108) |
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Chapter 4 Reading and Language Arts Subject Content |
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61 | (30) |
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Reading into the English Language |
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61 | (4) |
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62 | (1) |
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62 | (1) |
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Phonics and word recognition |
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63 | (1) |
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64 | (1) |
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65 | (13) |
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Using what you think, find, and imagine |
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65 | (4) |
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Writing through the stages |
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69 | (1) |
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70 | (1) |
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Building strength through practice |
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71 | (1) |
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Keeping up with rules and words |
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72 | (1) |
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Understanding sentence structure |
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73 | (1) |
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74 | (1) |
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75 | (1) |
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Choosing the appropriate writing style |
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75 | (2) |
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Using figurative language |
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77 | (1) |
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77 | (1) |
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Determining the meaning of words |
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78 | (1) |
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Analyzing Literature and Informational Texts |
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78 | (8) |
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Finding and connecting the dots |
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79 | (1) |
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Looking at how and why the work was made |
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80 | (2) |
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Thinking further about structure and logic |
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82 | (2) |
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Reading deeply, reading strong |
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84 | (2) |
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Speaking and Listening Styles |
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86 | (5) |
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Talking and listening together |
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86 | (1) |
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Being clear to your audience |
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87 | (1) |
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88 | (1) |
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88 | (3) |
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Chapter 5 Mathematics Content Knowledge |
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91 | (26) |
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Numbers and Operations Content |
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92 | (11) |
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92 | (1) |
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93 | (1) |
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93 | (2) |
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95 | (2) |
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97 | (1) |
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98 | (1) |
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Fractions, decimals, and percents |
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99 | (3) |
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Percent increase and decrease |
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102 | (1) |
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102 | (1) |
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102 | (1) |
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Knowing Algebra Content Down to the Letter |
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103 | (3) |
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Terms and other expressions |
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103 | (1) |
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103 | (2) |
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105 | (1) |
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105 | (1) |
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Sizing Up Geometry and Measurement Principles |
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106 | (8) |
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The building blocks of geometry |
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106 | (1) |
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107 | (2) |
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109 | (1) |
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110 | (1) |
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110 | (1) |
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111 | (2) |
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Points on the coordinate plane |
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113 | (1) |
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Data, Statistics, and Probability |
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114 | (3) |
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114 | (1) |
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Finding measures of center |
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114 | (1) |
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115 | (1) |
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115 | (2) |
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Chapter 6 Concepts of Science |
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117 | (20) |
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117 | (5) |
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117 | (2) |
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119 | (1) |
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Short- and long-term changes |
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120 | (1) |
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120 | (2) |
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122 | (7) |
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122 | (1) |
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123 | (2) |
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125 | (1) |
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126 | (1) |
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127 | (1) |
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128 | (1) |
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129 | (4) |
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129 | (1) |
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130 | (1) |
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Interactions between energy and matter |
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131 | (2) |
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The laws of force and motion |
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133 | (1) |
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133 | (4) |
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134 | (1) |
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135 | (2) |
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Chapter 7 Studying Social Studies Content Facts |
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137 | (14) |
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A Big-Picture View of Social Studies |
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137 | (1) |
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138 | (5) |
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139 | (1) |
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140 | (1) |
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Maps, globes, and other tools of geography |
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141 | (2) |
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Approaches to Teaching History |
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143 | (2) |
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The expanding horizon approach, or widening horizon curriculum |
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143 | (2) |
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145 | (1) |
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145 | (3) |
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146 | (1) |
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147 | (1) |
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Anthropology and Sociology |
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148 | (3) |
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149 | (1) |
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150 | (1) |
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Chapter 8 Art, Music, and Physical Education Content |
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151 | (16) |
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151 | (6) |
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151 | (2) |
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153 | (1) |
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154 | (1) |
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155 | (1) |
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Art and other academic subjects |
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155 | (1) |
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156 | (1) |
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Marching to the Beat of Music |
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157 | (4) |
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157 | (2) |
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159 | (1) |
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160 | (1) |
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Music and other academic subjects |
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160 | (1) |
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160 | (1) |
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Getting in Shape on Physical Education Principles |
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161 | (8) |
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161 | (2) |
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163 | (1) |
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Careers in physical education |
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164 | (1) |
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Physical education and other academic subjects |
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164 | (1) |
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Psychological and social aspects of physical education |
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165 | (2) |
| Part 3 The Principles Of Curriculum, Instruction, And Assessment |
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167 | (112) |
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Chapter 9 A General Overview of Curriculum, Instruction, and Assessment |
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169 | (32) |
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170 | (8) |
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Getting familiar with curriculum guidelines |
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171 | (1) |
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Realizing the limits of curriculum planning |
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172 | (1) |
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Mastering content knowledge |
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172 | (1) |
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Answering curriculum questions |
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172 | (1) |
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Understanding the components of a curriculum |
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173 | (5) |
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Grasping the Principles of Instruction |
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178 | (9) |
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The elements of instruction |
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178 | (2) |
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180 | (1) |
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The different types of learners |
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181 | (2) |
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General models of instruction |
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183 | (3) |
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Balance in instructional styles |
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186 | (1) |
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Conducting Proper Assessments |
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187 | (9) |
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Designing and using formative assessments |
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187 | (3) |
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Creating, using, and interpreting summative assessments |
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190 | (3) |
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Using appropriate assessments |
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193 | (1) |
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Understanding the purpose of assessments |
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194 | (1) |
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Identifying student misconceptions and correcting them |
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195 | (1) |
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Having Subject Area Content Knowledge |
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196 | (5) |
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Reading and language arts |
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197 | (1) |
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197 | (1) |
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198 | (1) |
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198 | (1) |
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Art, music, and physical education |
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199 | (2) |
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Chapter 10 Reading and Language Arts Curriculum, Instruction, and Assessment |
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201 | (20) |
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Creating a Reading and Language Arts Curriculum |
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202 | (5) |
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202 | (1) |
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203 | (2) |
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Words as vehicles for ideas |
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205 | (1) |
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Communicating through writing |
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206 | (1) |
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Dealing with apprehension about teaching writing |
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207 | (1) |
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Giving Reading and Language Arts Instruction |
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207 | (10) |
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Phonemic awareness instruction |
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208 | (2) |
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210 | (1) |
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Vocabulary acquisition instruction |
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211 | (2) |
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213 | (1) |
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Comprehension of text instruction |
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214 | (1) |
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Helping students learn to read literature and informational text |
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215 | (1) |
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Developing students' writing skills |
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216 | (1) |
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Improving students' understanding of the English language |
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217 | (1) |
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Advancing students' speaking and listening styles |
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217 | (1) |
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Conducting Reading and Language Arts Assessment |
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217 | (2) |
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Knowledge of curricula and standards |
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218 | (1) |
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Knowledge of language mastery |
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218 | (1) |
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Answering Reading and Language Arts Practice Questions |
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219 | (2) |
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Assessment and diagnostic teaching of reading |
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219 | (1) |
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219 | (1) |
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Writing in support of reading |
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219 | (2) |
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Chapter 11 Mathematics Curriculum, Instruction, and Assessment |
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221 | (30) |
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Calculating a Mathematics Curriculum |
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222 | (1) |
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Providing Mathematics Instruction |
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222 | (28) |
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Teaching the major categories of numbers and operations |
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223 | (17) |
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Advancing students' algebraic thinking |
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240 | (3) |
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Helping students weigh in on geometric and measurement principles |
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243 | (5) |
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Expanding students' knowledge and skills concerning data, statistics, and probability |
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248 | (2) |
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Performing Mathematics Assessments |
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250 | (1) |
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Chapter 12 Science Curriculum, Instruction, and Assessment |
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251 | (8) |
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Establishing a Science Curriculum |
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251 | (2) |
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252 | (1) |
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Selecting and organizing the material |
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252 | (1) |
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Integrating science content |
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253 | (1) |
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Giving Science Instruction |
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253 | (3) |
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253 | (1) |
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Developing understanding of science concepts, inquiry, and processes |
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254 | (1) |
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Making students' understanding of life science come alive |
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255 | (1) |
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Promoting students' conceptualization of Earth and space science |
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255 | (1) |
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Transforming students' knowledge of physical science |
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256 | (1) |
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Doing Science Assessments |
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256 | (3) |
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Proceeding with content evaluation |
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256 | (1) |
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Conducting science inquiry assessments |
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256 | (1) |
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Using science process indicators |
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257 | (2) |
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Chapter 13 Social Studies Curriculum, Instruction, and Assessment |
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259 | (12) |
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The Themes of Social Studies Standards |
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260 | (2) |
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260 | (1) |
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Time, continuity, and change |
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260 | (1) |
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People, places, and environments |
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260 | (1) |
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Individual development and identity |
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260 | (1) |
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Individuals, groups, and institutions |
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261 | (1) |
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Power, authority, and government |
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261 | (1) |
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Production, distribution, and consumption |
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261 | (1) |
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Science, technology, and society |
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261 | (1) |
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261 | (1) |
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Civil ideas and practices |
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262 | (1) |
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Presenting Social Studies Instruction |
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262 | (5) |
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Improving students' social studies information processing skills |
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263 | (1) |
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Positioning students' understanding of geography |
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264 | (1) |
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Developing students' conceptualization of history |
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265 | (1) |
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Improving students' awareness of government, civics, and economics |
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266 | (1) |
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Teaching the principles of anthropology and sociology |
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267 | (1) |
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Social Studies Performance Assessment |
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267 | (4) |
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What performance assessments measure |
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268 | (1) |
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Data measuring techniques |
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268 | (3) |
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Chapter 14 Art, Music, and Physical Education Curricula, Instruction, and Assessment |
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271 | (8) |
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Building Art, Music, and Physical Education Curricula |
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271 | (3) |
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272 | (1) |
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Scoping and sequencing the material |
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273 | (1) |
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Making connections with other subject areas |
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273 | (1) |
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Supplying Instruction on Art, Music, and Physical Education |
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274 | (3) |
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Crafting students' understanding of art and design media and tools |
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274 | (1) |
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Advancing students' perspectives on musical elements |
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275 | (1) |
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Conditioning students' awareness of physical education principles |
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276 | (1) |
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Engaging in Art, Music, and Physical Education Assessments |
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277 | (4) |
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Looking for understanding, analysis, and creative expression in art and music |
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277 | (1) |
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Testing the strength of progress in physical education |
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278 | (1) |
| Part 4 Praxis Elementary Education Practice Tests |
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279 | (100) |
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Chapter 15 Practice Test: Praxis Elementary Education - 5017 |
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281 | (4736) |
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283 | (1) |
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Section 1 Reading and Language Arts |
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284 | (5) |
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289 | (6) |
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295 | (6) |
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301 | (4) |
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Section 5 Art, Music, and Physical Education |
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305 | (4712) |
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Chapter 16 Answers and Explanations for |
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5017 | |
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309 | (1) |
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Answers for Section 1 Reading and Language Arts |
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309 | (7) |
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Answers for Section 2 Mathematics |
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316 | (4) |
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Answers for Section 3 Science |
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320 | (3) |
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Answers for Section 4 Social Studies |
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323 | (2) |
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Answers for Section 5 Art, Music, and Physical Education |
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325 | (3) |
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328 | (1) |
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Chapter 17 Practice Test: Praxis Elementary Education - 5018 |
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329 | (28) |
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331 | (1) |
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Section 1 Reading and Language Arts |
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332 | (10) |
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342 | (6) |
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348 | (4) |
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352 | (5) |
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Chapter 18 Answers and Explanations for 5018 Practice Test |
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357 | (22) |
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Answers for Section 1 Reading and Language Arts |
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357 | (6) |
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Answers for Section 2 Mathematics |
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363 | (8) |
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Answers for Section 3 Social Studies |
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371 | (2) |
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Answers for Section 4 Science |
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373 | (4) |
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377 | (2) |
| Part 5 The Part Of Tens |
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379 | (12) |
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Chapter 19 Ten Common Misconceptions Concerning Curriculum, Instruction, and Assessment |
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381 | (6) |
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Myth #1 Teachers are supposed to know everything |
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382 | (1) |
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Myth #2 All curriculum is mandated, so teachers don't really need to be subject experts |
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382 | (1) |
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Myth #3 If it isn't part of the mandated and accepted standards, don't teach it |
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383 | (1) |
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Myth #4 Students who can't keep up have to be left behind |
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383 | (1) |
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Myths #5 and #6 Direct instruction is best; cooperative learning means losing control |
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383 | (1) |
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Myth #7 Differentiated instruction is only for students with IEPs or language barriers |
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384 | (1) |
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Myth #8 All instruction should be geared toward standardized or state assessment |
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384 | (1) |
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Myth #9 Teaching to the test results in better test scores and smarter students |
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385 | (1) |
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Myth #10 The main purpose of a classroom assessment is for grading purposes |
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385 | (1) |
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And One to Grow On: Test scores indicate the effectiveness of teachers |
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385 | (2) |
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Chapter 20 Ten Major Areas of Confusion in Math |
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387 | (4) |
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Thinking 1 Is Prime and 2 Is Composite |
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387 | (1) |
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Viewing Surface Area as Three-Dimensional |
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388 | (1) |
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Misusing the Distributive Property |
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388 | (1) |
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388 | (1) |
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Solving for Something Other than a Variable |
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388 | (1) |
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Assuming a Middle Number Is a Median |
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389 | (1) |
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Misunderstanding Operations with Fractions |
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389 | (1) |
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Mixing Up Perimeter and Area |
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389 | (1) |
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Lacking Perspective on Place Value |
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389 | (1) |
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Misconceiving the "MDAS" in "PEMDAS" |
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390 | (1) |
| Index |
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391 | |
Daugiau apie elektronines knygas