Free ParaPro Exam Flashcards

The central point or most important concept the author wants to convey. Often found in the first or last paragraph. Supporting details explain or prove the main idea. Ask: 'What is this passage mostly about?'

Words or phrases surrounding an unknown word that help determine its meaning. Types include definition clues, synonym/antonym clues, example clues, and inference clues. Essential strategy for vocabulary development.

The reason an author writes a text. Three main purposes: to inform (present facts), to persuade (convince reader), or to entertain (amuse or engage). Identified through tone, word choice, and content.

A logical conclusion drawn from evidence in the text combined with prior knowledge. Not directly stated but implied. Readers must 'read between the lines.' Supported by textual evidence.

How information is organized in a passage. Common structures: chronological/sequence, cause and effect, compare and contrast, problem and solution, description. Signal words help identify structure.

Facts can be proven true or false with evidence. Opinions express beliefs, feelings, or judgments that cannot be proven. Key skill for evaluating sources and arguments. Signal words: I believe, should, best.

Condensing a text to its main points in your own words. Include only essential information: main idea and key supporting details. Omit minor details and examples. Shorter than original text.

The ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words. Foundation for reading and spelling. Skills include blending, segmenting, and manipulating sounds. Taught before phonics.

The ability to read with speed, accuracy, and proper expression. Connects decoding and comprehension. Developed through repeated reading and modeling. Measured in words correct per minute (WCPM).

Techniques to improve understanding: predicting, questioning, visualizing, making connections, determining importance, synthesizing. Active readers use multiple strategies before, during, and after reading.

The value of a digit based on its position in a number. Each place is 10 times the value of the place to its right. Understanding place value is essential for all arithmetic operations and number sense.

Numbers representing parts of a whole. Numerator (top) shows parts taken; denominator (bottom) shows total equal parts. Equivalent fractions have same value. Proper fractions less than 1; improper greater than or equal to 1.

Addition/subtraction: align decimal points. Multiplication: multiply as whole numbers, count total decimal places. Division: move decimal to make divisor whole, move same places in dividend.

A ratio out of 100. To convert: decimal to percent multiply by 100, percent to decimal divide by 100. To find percent of number: convert percent to decimal and multiply. Common in real-world applications.

PEMDAS: Parentheses, Exponents, Multiplication and Division (left to right), Addition and Subtraction (left to right). Ensures everyone gets the same answer. Critical for evaluating expressions correctly.

Mathematical phrases containing numbers, variables, and operations. Variable represents an unknown value. Like terms have same variable parts. Simplify by combining like terms and applying properties.

Find the value of the variable that makes the equation true. Use inverse operations to isolate the variable. Whatever you do to one side, do to the other. Check solution by substituting back.

Rectangle: length × width. Triangle: ½ × base × height. Circle: π × radius². Parallelogram: base × height. Trapezoid: ½ × (base₁ + base₂) × height. Area measured in square units.

Perimeter: distance around a polygon (sum of all sides). Rectangle: 2(length + width). Circumference: distance around a circle = 2πr or πd. Measured in linear units.

Reading and analyzing information from graphs, tables, and charts. Types include bar graphs, line graphs, pie charts, pictographs. Identify trends, compare values, and draw conclusions from displayed data.

Mean: average (sum divided by count). Median: middle value when ordered (or average of two middle values). Mode: most frequent value. Each measures central tendency differently; choose based on data and purpose.

Ratio compares two quantities (a:b or a/b). Proportion states two ratios are equal. Cross-multiply to solve: a/b = c/d means ad = bc. Used in scaling, recipes, maps, and similar figures.

Subjects and verbs must agree in number. Singular subjects take singular verbs; plural subjects take plural verbs. Watch for intervening phrases, compound subjects, and indefinite pronouns that affect agreement.

Pronouns must agree with their antecedents in number, gender, and person. Antecedent is the noun the pronoun replaces. Common errors involve indefinite pronouns like 'everyone' (singular) and collective nouns.

Use commas: in series, after introductory elements, with coordinating conjunctions joining clauses, around non-essential information, with dates and addresses. Avoid comma splices (joining independent clauses with only a comma).

Incomplete sentences lacking a subject, verb, or complete thought. Often dependent clauses standing alone. Fix by adding missing elements or connecting to an independent clause. Common in student writing.

Two or more independent clauses improperly joined. Types: fused (no punctuation) and comma splice. Fix with: period, semicolon, comma plus coordinating conjunction, or subordinating one clause.

Effective paragraphs contain: topic sentence (main idea), supporting sentences (details, examples, evidence), and concluding sentence. Unity means all sentences relate to one main idea. Coherence through transitions.

A sentence stating the main argument or point of an essay. Usually in the introduction. Should be specific, arguable, and guide the essay's organization. Each body paragraph supports the thesis.

Capitalize: first word of sentence, proper nouns (names of specific people, places, things), titles before names, major words in titles. Do not capitalize common nouns or seasons.

Possessives: singular add 's, plural ending in s add only '. Contractions: apostrophe replaces omitted letters. Common errors: it's (contraction) vs. its (possessive), confusing plurals with possessives.

Using the same grammatical form for similar ideas in a series or comparison. Creates balance and clarity. Example: 'She likes swimming, running, and biking' (not 'She likes swimming, to run, and bikes').

Tailoring teaching methods and materials to meet diverse learner needs. Differentiate by content (what), process (how), product (demonstrate learning), or environment. Based on readiness, interest, and learning profile.

Temporary support provided to help students master new concepts or skills. Gradually removed as students gain independence. Includes modeling, prompting, questioning, and breaking tasks into smaller steps.

Ongoing assessment during instruction to monitor student learning and adjust teaching. Examples: questioning, observation, exit tickets, think-pair-share. Low-stakes, provides immediate feedback for improvement.

Assessment at the end of instruction to evaluate learning against standards. Examples: unit tests, final exams, standardized tests. Higher stakes, used for grading and accountability. Shows what students have learned.

Different ways students prefer to receive and process information. Common models include visual (seeing), auditory (hearing), and kinesthetic (doing). Effective instruction incorporates multiple modalities.

Hierarchy of cognitive skills from lower to higher order: Remember, Understand, Apply, Analyze, Evaluate, Create. Guides question writing and lesson planning. Higher-order thinking requires deeper processing.

Teacher-supervised practice allowing students to apply new skills with support. Bridges direct instruction and independent practice. Teacher provides feedback and correction. Gradual release of responsibility model.

Accommodations change how students learn without altering content (extended time, preferential seating). Modifications change what students learn (reduced assignments, simplified content). Both support diverse learners.

Legal document for students with disabilities outlining specialized instruction and services. Developed by team including parents and teachers. Contains present levels, goals, services, and accommodations. Reviewed annually.

Adding a pleasant stimulus to increase desired behavior. Examples: praise, rewards, privileges. More effective than punishment for long-term behavior change. Should be specific, immediate, and genuine.

Established routines for daily activities: entering class, turning in work, getting materials, transitions. Taught explicitly and practiced. Reduces disruptions and maximizes instructional time. Consistency is key.

Moving closer to students to prevent or address misbehavior without interrupting instruction. Non-verbal management technique. Effective for minor disruptions. Maintains positive teacher-student relationships.

Explicitly stated rules and behavioral guidelines students understand. Should be few, positively stated, observable, and consistently enforced. Teach, model, and practice expectations. Post visibly in classroom.

Movement between activities or locations. Well-managed transitions are quick, orderly, and minimize disruption. Use signals, timers, and clear directions. Practice procedures for smooth transitions.

Active involvement in learning. Strategies include: varied activities, student choice, real-world connections, collaborative learning, movement, and technology. Engaged students have fewer behavior problems.

Paraprofessionals must protect student privacy. Do not discuss student information with unauthorized individuals. Follow FERPA regulations. Share concerns only with appropriate school personnel. Professional ethical requirement.

Appropriate limits in relationships with students and staff. Paraprofessionals work under teacher supervision, follow assigned duties, and maintain professional conduct. Report concerns through proper channels.

Techniques to calm upset or agitated students. Include: remaining calm, speaking quietly, giving space, offering choices, active listening, validating feelings, and removing audience. Prevent escalation to crisis.