Look at the picture and answer the question

fostering their engagement in and love of reading

Look at the picture and answer the question.

say the word cat, then say the first sound the child hears in the world

Look at the picture and answer the question

discussing how characters respond to major events/challeneges

Look at the picture and answer the question.

talk with students about the selected consonants using a series of posters

Look at the picture and answer the question

helping them categorize, visualize and remember new vocabulary

Look at the picture and answer the question.

developing letter formation skills

Look at the picture and answer the question

2nd grader adept at using context clues, but diff. sounding out letters

Look at the picture and answer the question

use visualization to facilitate their comprehension of the text

Look at the picture and answer the question

determining the extent of the students vocabulary knowledge

Look at the picture and answer the question

providing a checklist of questions/prompt critical evaluation on web sites

Look at the picture and answer the question

Peter's mother was adamant that he should attend college

Look at the picture and answer the question

ask to share what they already know about the time period

Look at the picture and answer the question

knowledge and skills related to understanding to complex academic language

Look at the picture and answer the question.

hearing the word hat, can identify that it ends with the sound /t/

Look at the picture and answer the question

understand the concept of compound words

Look at the picture and answer the question

facilitate comprehension by activating prior knowledge and building schema

Look at the picture and answer the question

improve the students decoding skills

Look at the picture and answer the question.

apply consistent phonics generalizations in common words

Look at the picture and answer the question

the spelling of a suffix can vary depending on its root word

Look at the picture and answer the question

should use repeated words and natural oral language structures

Look at the picture and answer the question

encouraging students to read and interact closely with the text

Look at the picture and answer the question.

teahcer says the name of a letter, while the students trace its shape

Look at the picture and answer the question.

identify in spoken language separate sounds that can be mapped to letters

Look at the picture and answer the question

modeling how to engage in close reading of academic texts

Look at the picture and answer the question

extend & reinforce expressive & receptive vocabularies related to texts

Look at the picture and answer the question.

developing their awareness of left-to-right directionality

Look at the picture and answer the question.

use knowledge of letter-sound correspondence to decode words

Look at the picture and answer the question.

reading fluency with respect to accuracy

Look at the picture and answer the question.

heard the word hot and the /i/ sound, can subsitute /i/ for /o/ to make hit

Look at the picture and answer the question

discussing examples of the phrase used in the context

Look at the picture and answer the question.

have a relatively high level of phonemic awareness

Look at the picture and answer the question

proficient at using context clues to help identify words but weak decoding

Look at the picture and answer the question

look up word, then paraphrase the sentence using the dictionary definition

Look at the picture and answer the question

spelling supports word recognition by learning and retaining common phonics

Look at the picture and answer the question.

development of an awareness of print

Look at the picture and answer the question

analyze point of view in expository texts

Look at the picture and answer the question

modeling for them metacognitive comprehension strategies

Look at the picture and answer the question

compare the parts of new multi syllable words with known single syllable

Look at the picture and answer the question.

demonstrating that phonemes are represented by letters

Look at the picture and answer the question

oral vocabulary knowledge allows the reader to derive meaning as decoding

Look at the picture and answer the question

promoting their oral language development and listening comprehension

Look at the picture and answer the question

a phrase, rhyme, or sentence is repeated throughout the text

Look at the picture and answer the question

help apply structural and contextual analysis to construct/confirm meaning

studbud

Practice

87 termsStudBud Administration61 plays

Imported from external platform

Flashcards87 cardsFPractice quizPHost liveL

Questions 87

Answers

1
Look at the picture and answer the question
explicitly teaching letter-sound correspondence
improving their aural discrimination skills
fostering their engagement in and love of reading
explicitly modeling phonological concepts such as word boundaries
2
Look at the picture and answer the question.
point to the correct letter on the alphabet chart/names specific letters
say the word cat, then say the first sound the child hears in the world
count the # of phonemes the child hears in a sentence as its being repeated
listen to the teacher say boat/coat, then identify if they rhyme
3
Look at the picture and answer the question
identify the key vocabulary words in the story
discussing how characters respond to major events/challeneges
reread the story silently / respond to several literal comp questions
free-write about the story in their reading response journals
4
Look at the picture and answer the question.
put labels on familiar objects in the classroom and have students read them
talk with students about the selected consonants using a series of posters
talk with students about the beginning, middle and end of a story
students trace both lower and uppercase letters, then write on their own
5
Look at the picture and answer the question
showing them how structural analysis can be used to determine vocabulary
guiding them to discover the multiple meanings of new vocabulary
helping them categorize, visualize and remember new vocabulary
providing them with frequent, varied reading experiences using new vocab
6
Look at the picture and answer the question.
interalizing the alphabetic principle
understanding the relationship between spoken an written language
developing letter formation skills
recognizing that print carries meaning
7
Look at the picture and answer the question
analyze an author's point of view
predict future events
analyze story elements
recognize a literary allusion
8
Look at the picture and answer the question
1st grader can easily decode nonsense words but limited comprehension
2nd grader adept at using context clues, but diff. sounding out letters
K student can recite the alphabet from memory, but diff w/ indvid phonemes
3rd grader who can read grade level text but diff with unfamiliar words
9
Look at the picture and answer the question
identify the text's main ideas and supporting details
use visualization to facilitate their comprehension of the text
connect elements in the text to their background knowledge
paraphrase content to make the text more understanable
10
Look at the picture and answer the question
evaluating the students ability to apply grade level phonics skills
determining the extent of the students vocabulary knowledge
evaluating the degree to which the student uses syntactic clues
determining the rate of the students phonological processing
11
Look at the picture and answer the question
providing a checklist of questions/prompt critical evaluation on web sites
list of Web sites that have been preapproved based on reading levels
search for Web sites that are easy to navigate with familiar vocabulary
teaching to employ a variety of search engines to locate relevant web sites
12
Look at the picture and answer the question
Mary is magnanimous in all of her dealings with people
Peter's mother was adamant that he should attend college
John's friends surreptitiously planned a housewarming party for him
tulip trees are ubiquitous in Virginia and in some other parts of the US
13
Look at the picture and answer the question.
word identification skills
development of letter-sound correspondence
phonemic awareness skills
understanding of the alphabetic principle
14
Look at the picture and answer the question
encouraging to create / perform their own short skits about the subject
ask to generate questions about the play based on the title
ask to share what they already know about the time period
introducing common elements of play as genre looking at sections as a class
15
Look at the picture and answer the question
omitting circus
shortening funny to fun
pronouncing clowns as clones
saying bet for best
16
Look at the picture and answer the question
development of decoding skills & automaticity with grade level sight words
skill in applying contextual analysis and other word analysis strategies
knowledge and skills related to understanding to complex academic language
understanding of important features of skilled prosodic reading
17
Look at the picture and answer the question.
shown a letter, of the alphabet, can orally identify corresponding sound(s)
heard the word magazine, and can determine it contains three syllables
hearing the word hat, can identify that it ends with the sound /t/
sing, ring, fling and hang. can identify hang is different
18
Look at the picture and answer the question
understand the concept of compound words
use context clues to identify unfamiliar words
use visualization as a reading comprehension strategy
apply knowledge of phonics generalizations
19
Look at the picture and answer the question
facilitate comprehension by activating prior knowledge and building schema
prepare to benefit from explicit phonics instruction related to text
reinforce understanding and recognition of key concepts about print
give the teacher an opportunity to assess & compare students oral lang.
20
Look at the picture and answer the question
develop the students ability to self-monitor comprehension
enhance the students oral vocabulary development
improve the students decoding skills
promote the students ability to track print
21
Look at the picture and answer the question.
identify the constituent parts of multi-syllable words
use context clues to determine the meaning of words
apply consistent phonics generalizations in common words
look up unfamiliar words in the dictionary
22
Look at the picture and answer the question
oi
kn
th
ir
23
Look at the picture and answer the question
the accented syllable of a root word can shift when certain suffixes are +
the addition of a suffix can alter the spelling of its root word
the spelling of a suffix can vary depending on its root word
the pronunciation if a suffix can change when added to certain root words
24
Look at the picture and answer the question
emphasize use of literary language and dialogues
should use repeated words and natural oral language structures
feature a range of punctuation and context-specific vocabulary
require readers to use problem-solving to connect text to illustrations
25
Look at the picture and answer the question
supporting student's development of prosodic reading skills
teaching students to adjust their reading rate based on text complexity
encouraging students to read and interact closely with the text
developing students ability to read text evaluatively
26
Look at the picture and answer the question.
teacher emphasizes the initial sounds of words when reading to the children
reads aloud to the kiddos from books that contain words that follow phonics
teahcer says the name of a letter, while the students trace its shape
teacher posts the entire alphabet around the room in several different ways
27
Look at the picture and answer the question.
count the number of syllables in a written word
understand that concept of a silent letter
recognize different ways in which one sound can be represented in print
identify in spoken language separate sounds that can be mapped to letters
28
Look at the picture and answer the question
developing word consciousness and love of interesting new words
achieve grade-level fluency benchmarks for accuracy and rate
modeling how to engage in close reading of academic texts
apply metacognitive comprehension strategies as they read
29
Look at the picture and answer the question
extend & reinforce expressive & receptive vocabularies related to texts
verify word meanings by incorporating syntactic and semantic clues
infer the meaning of new vocabulary in the test based on word derivations
strengthen & extend understanding of the overall structure of the text
30
Look at the picture and answer the question.
promoting their devleopment of letter recognition skills
developing their awareness of left-to-right directionality
helping them recognize phonemes that occur frequently in print
promoting their understanding of letter-sound correspondence
31
Look at the picture and answer the question
venn diagram
semantic map
timeline
outline
32
Look at the picture and answer the question.
use knowledge of letter-sound correspondence to decode words
recognize and understand sight words in a text
guess the meaning of unfamiliar words
divide written words into onset and rimes
33
Look at the picture and answer the question.
word recognition with respect to sight words
reading fluency with respect to accuracy
awareness of different types of morphemes
knowledge of grade level vocabulary
34
Look at the picture and answer the question
metacognition
predicting
inferring
decoding
35
Look at the picture and answer the question.
student can orally segment the word train into its onset and rime
heard the word hot and the /i/ sound, can subsitute /i/ for /o/ to make hit
after hearing fish and fun, can identify the both begin with phoneme /f/
student can orally segment the word wonderful into won-der-ful
36
Look at the picture and answer the question
(2)
(4)
(1)
(3)
37
Look at the picture and answer the question
discussing examples of the phrase used in the context
ask to find other sentences in the text that use fell and swoop
help create a tree diagram of the structure of the phrase
directing to look up the different meanings of fell and swoop
38
Look at the picture and answer the question.
are beginning to master the alphabetic principle
are beginning to develop systematic phonics skills
have a relatively high level of phonemic awareness
have a relatively low level of phonological awareness
39
Look at the picture and answer the question
proficient at using context clues to help identify words but weak decoding
understands letter-sound correspondence but not syllable structure
proficient at using syntactic clues but not semantic clues
can decode single syllable words but not multi-syllable words
40
Look at the picture and answer the question
look up word, then paraphrase the sentence using the dictionary definition
make note in vocab log, then study the word after finishing the story
break the word up into component parts, the compare the meanings
use context clues in the sentence, guess the meaning, then the the meaning
41
Look at the picture and answer the question
spelling promotes phonemic awareness by teaching onset and rimes
spelling facilitates vocabulary development by introducing new words
spelling supports word recognition by learning and retaining common phonics
spelling simplifies the reading process by focusing on limited set of rules
42
Look at the picture and answer the question.
development of an awareness of print
recognition that words are composed of separete words
recognition of high-frequency sight words
development of automaticity in word recognition
43
Look at the picture and answer the question
identify the theme in expository texts
monitor comprehension of informational texts
draw inferences from informational texts
analyze point of view in expository texts
44
Look at the picture and answer the question
structural analysis skills
awareness of multisyllable words
ability to isolate individual sounds in words
ability to blend the sounds in words
45
Look at the picture and answer the question
summarizing for them the main ideas of an expository text
modeling for them metacognitive comprehension strategies
giving them an example of fluent oral reading
exposing them to new vocabulary in context.
46
Look at the picture and answer the question
read literature that iffers repeated exposure to predictable text
compare the parts of new multi syllable words with known single syllable
recognition of high-frequency multi syllable words using drill flashcards
sound out the individual phonemes that compose multi-syllable words
47
Look at the picture and answer the question.
demonstrating that phonemes are represented by letters
focusing on auditory discrimination skills
illustrating the concept of word boundaries
introducing the concept of onset and rimes
48
Look at the picture and answer the question
must have extensive oral vocabulary knowledge in order to learn decoding
reader applies decoding skills to unfamiliar written words in order
oral vocabulary knowledge allows the reader to derive meaning as decoding
oral vocabulary knowledge is dependent on development of decoding skills
49
Look at the picture and answer the question
fostering their ability to work independently of teacher guidance
helping them begin to make connection between print and the spoken word
encouraging them to practice speaking skills
promoting their oral language development and listening comprehension
50
Look at the picture and answer the question
a phrase, rhyme, or sentence is repeated throughout the text
concepts in the text are at appropriate level of difficulty
length of the text does not likely exceed the attention span
includes some pictures of illustrations
51
Look at the picture and answer the question
use explicit explanation to describe the meaning before they read it
students enter the words in their ongoing list of new vocab, then look up
help apply structural and contextual analysis to construct/confirm meaning
paraphrase the sentence that contains the word by substituting a synonym
52
Look at the picture and answer the question
text does not include compound sentences joined it and/or/but
come from homes where silent reading is extensively modeled
text primarily deals w/ fictional rather then factual accounts of character
can decode and understand the meaning of at least 95% of the words in text
53
Look at the picture and answer the question
ability to blend the sounds in words
ability to isolate individual sounds in words
structural analysis skills
awareness of multisyllable words
54
Look at the picture and answer the question
he took off his cap so that he could take a nap
she told him not to buy a ticket because she had already bought one
his face looked pale after he carried the pail of water for a mile
she works at a bank that is located near the bank of a river
55
Look at the picture and answer the question.
development of literal comprehension strategies
development of book-handling skills
understanding of text directionality
understanding of the concept of schema
56
Look at the picture and answer the question.
has well-developed book-handling skills
knows where individual words begin and end
understands the concept of print and directionality
has developed an understanding that print carriers meaning
57
Look at the picture and answer the question.
is ready to learn the concept of letter-sound correspondence
has grasped the idea that the function of print is distinct from pictures
has basic understanding of the alphabetic principle
is beginning to develop awareness that words are made of distinct phonemes
58
Look at the picture and answer the question
late, great, wait, eight
afraid, obtain, explain, remain
swim, swims, swam, swum
pretest, retest, tested, testing
59
Look at the picture and answer the question
determining the authors stated or implied main point of view
basing interpretations about a literary work on textual evidence
using text structure to develop a general summary of a literary work
identify a novels mood by analyzing the authors use of figurative lanuage
60
Look at the picture and answer the question
the spelling of a suffix is often more reliable than its pronunciation
open syllables are usually pronounced with a long vowel sound
spelling is often the best predictor of the proununciation of a suffix
the second letter of a consonant blend is usually pronounced as the onset
61
Look at the picture and answer the question.
lacks automaticity in word recognition
has difficulty sounding out phonetically regular one-syllable words
needs help developing phonemic segmentation skills
is performing below grade-level benchmarks in reading fluency
62
Look at the picture and answer the question
which characters are mentioned in the chapter? list each of the characters
what new vocabulary words did you learn? List and define the words
what do you think isn the main idea of the novel? relate specific events.
What happened in the chapter? describe 2-3 events from the chapter
63
Look at the picture and answer the question
bibliography
index
table of contents
glossary
64
Look at the picture and answer the question.
promoting their awareness of letter-sound correspondence
helping them recognize distinct syllables in oral language
teaching them how to distinguish between consonants and vowels
encouraging them to divide words into onsets and rimes
65
Look at the picture and answer the question.
does the student's primary language have consonant blends?
can the student distinguish between short and long vowel sounds in English?
Do the target words have cognates in the student's primary language?
are the target words in the student's oral vocabulary in English?
66
Look at the picture and answer the question.
sounding out and blending letter-sounds to make words
discriminating between a word's root morpheme and affixes
segmenting and sequencing phonemes in words
detecting syllable boundaries in words
67
Look at the picture and answer the question
clarify their understanding by reflecting on their personal expierences
create a story map of main characters and the events their connected to
explicitly teaching the key features / conventions of different genres
prompting to evaluate the significance of a story's setting to the theme
68
Look at the picture and answer the question
increase knowledge of key vocabulary found in content area textbooks
faciliating ability to use phonics generalization to decode words
equipping them with strategies to understand the meaning of multi syllable
enhancing their familiarity with the text structures and features
69
Look at the picture and answer the question
possess a self-awareness that allows them to use metacognitive skills
well-developed skills for decoding any level of text word by word
developed the base of background knowledge typical covered by text books
focus full attention / cognitive resources on the meaning of a text
70
Look at the picture and answer the question.
development of comprehension skills and strategies
awareness of key aspects of prosodic reading
awareness of new phonics elements
development of reading rate and automaticity
71
Look at the picture and answer the question.
reading comp sills directly facilitate the development of decoding skills
rapid automatic decoding skills help reading fluency and comprehension
decoding skills are secondary to reading fluency and comprehension skills
decoding skills & reading comp skills tend to develop independently
72
Look at the picture and answer the question
identifying the independent clause at the heart of a sentence
identify common transitions words that link ideas in two or more sentences
distinguishing between sentences that use passive and active voice
distinguish between demonstrative and indefinite pronouns in a sentence
73
Look at the picture and answer the question.
awareness that speech can be represented by writing
basic undertsanding of the alphabetic principle
awareness of the relationship between syllables and the spoken word
basic understanding of word boundaries
74
Look at the picture and answer the question
promote student participation in self-assessment activities
provide more objective results that do multiple-choice tests
offer more reliable assessment data
ensure consistency among different evalulators
75
Look at the picture and answer the question
a reading miscue inventory
a test of vocabulary development
a diagnostic portfolio
a norm-referenced survey test
76
Look at the picture and answer the question
engage in guided reading / rereading of key passages in the novel
rewrite the story from the perspective of different character in the novel
stop after reading each chapter to try to summarize key events of plot
read key chapters of the novel aloud together by taking turns reading
77
Look at the picture and answer the question
has not proven to be useful as an instructional intervention
has poor predictive value relative to students classroom performance
gives fluctuating scores in different administrations
is not measuring what it is supposed to measure
78
Look at the picture and answer the question
short vowels and dipthongs
initial and final consonants
long and r-controlled vowels
digraphs and blends
79
Look at the picture and answer the question
high-frequency, phonetically irregular words
high-frequency words with multiple meanings
words that are conceptually challenging
multi-syllable words
80
Look at the picture and answer the question
syllable patterns
morphemic structure
compound words
greek roots
81
Look at the picture and answer the question
evaluating the validity of information on an Internet Web site
previewing a chapter in a content-area textbook
studying specific facts for a content-area exam
synthesizing information from various sources for a research support
82
Look at the picture and answer the question
oral lang. development by imitating the teachers reading of a text
understand alphabetic principle by reinforcing letter-sound correspondence
love of reading facilitating thier access to a story they hear/understood
metacognition strategies by allowing to practice self-monitoring
83
Look at the picture and answer the question
have them look up unknown english words using bilingual dictionaries
activate students prior knowledge of the topic
pair ELL students with native speakers of english
give a list of new vocab definitions and ask to make up own sentences
84
Look at the picture and answer the question
provide picture card to determine whether the student can identify a tiger
provide independent practice in adding plural s to singular nouns
guide in reading lists of nouns with and without plural -s on the end
verify understanding that tigers means more that one tiger
85
Look at the picture and answer the question
the author's first point is....
in comparison...
the passage suggests...
in my opinion...
86
Look at the picture and answer the question
cluster new vocabulary together into meaningful groups
identify and decode common homographs
find and use synonyms for common words
use structural clues to identify the meaning of words
87
Look at the picture and answer the question
being aware that words can be divided into syllables
being able to separate a word's onset and rime
being aware that a word is made up of one or more phonemes
being able to segment and blend a word's phoneme

Practice Flashcards | StudBud

Practice

87 termsStudBud Administration61 plays

Imported from external platform

Flashcards87 cardsFPractice quizPHost liveL

Questions 87

Answers

1
Look at the picture and answer the question
explicitly teaching letter-sound correspondence
improving their aural discrimination skills
fostering their engagement in and love of reading
explicitly modeling phonological concepts such as word boundaries
2
Look at the picture and answer the question.
point to the correct letter on the alphabet chart/names specific letters
say the word cat, then say the first sound the child hears in the world
count the # of phonemes the child hears in a sentence as its being repeated
listen to the teacher say boat/coat, then identify if they rhyme
3
Look at the picture and answer the question
identify the key vocabulary words in the story
discussing how characters respond to major events/challeneges
reread the story silently / respond to several literal comp questions
free-write about the story in their reading response journals
4
Look at the picture and answer the question.
put labels on familiar objects in the classroom and have students read them
talk with students about the selected consonants using a series of posters
talk with students about the beginning, middle and end of a story
students trace both lower and uppercase letters, then write on their own
5
Look at the picture and answer the question
showing them how structural analysis can be used to determine vocabulary
guiding them to discover the multiple meanings of new vocabulary
helping them categorize, visualize and remember new vocabulary
providing them with frequent, varied reading experiences using new vocab
6
Look at the picture and answer the question.
interalizing the alphabetic principle
understanding the relationship between spoken an written language
developing letter formation skills
recognizing that print carries meaning
7
Look at the picture and answer the question
analyze an author's point of view
predict future events
analyze story elements
recognize a literary allusion
8
Look at the picture and answer the question
1st grader can easily decode nonsense words but limited comprehension
2nd grader adept at using context clues, but diff. sounding out letters
K student can recite the alphabet from memory, but diff w/ indvid phonemes
3rd grader who can read grade level text but diff with unfamiliar words
9
Look at the picture and answer the question
identify the text's main ideas and supporting details
use visualization to facilitate their comprehension of the text
connect elements in the text to their background knowledge
paraphrase content to make the text more understanable
10
Look at the picture and answer the question
evaluating the students ability to apply grade level phonics skills
determining the extent of the students vocabulary knowledge
evaluating the degree to which the student uses syntactic clues
determining the rate of the students phonological processing
11
Look at the picture and answer the question
providing a checklist of questions/prompt critical evaluation on web sites
list of Web sites that have been preapproved based on reading levels
search for Web sites that are easy to navigate with familiar vocabulary
teaching to employ a variety of search engines to locate relevant web sites
12
Look at the picture and answer the question
Mary is magnanimous in all of her dealings with people
Peter's mother was adamant that he should attend college
John's friends surreptitiously planned a housewarming party for him
tulip trees are ubiquitous in Virginia and in some other parts of the US
13
Look at the picture and answer the question.
word identification skills
development of letter-sound correspondence
phonemic awareness skills
understanding of the alphabetic principle
14
Look at the picture and answer the question
encouraging to create / perform their own short skits about the subject
ask to generate questions about the play based on the title
ask to share what they already know about the time period
introducing common elements of play as genre looking at sections as a class
15
Look at the picture and answer the question
omitting circus
shortening funny to fun
pronouncing clowns as clones
saying bet for best
16
Look at the picture and answer the question
development of decoding skills & automaticity with grade level sight words
skill in applying contextual analysis and other word analysis strategies
knowledge and skills related to understanding to complex academic language
understanding of important features of skilled prosodic reading
17
Look at the picture and answer the question.
shown a letter, of the alphabet, can orally identify corresponding sound(s)
heard the word magazine, and can determine it contains three syllables
hearing the word hat, can identify that it ends with the sound /t/
sing, ring, fling and hang. can identify hang is different
18
Look at the picture and answer the question
understand the concept of compound words
use context clues to identify unfamiliar words
use visualization as a reading comprehension strategy
apply knowledge of phonics generalizations
19
Look at the picture and answer the question
facilitate comprehension by activating prior knowledge and building schema
prepare to benefit from explicit phonics instruction related to text
reinforce understanding and recognition of key concepts about print
give the teacher an opportunity to assess & compare students oral lang.
20
Look at the picture and answer the question
develop the students ability to self-monitor comprehension
enhance the students oral vocabulary development
improve the students decoding skills
promote the students ability to track print
21
Look at the picture and answer the question.
identify the constituent parts of multi-syllable words
use context clues to determine the meaning of words
apply consistent phonics generalizations in common words
look up unfamiliar words in the dictionary
22
Look at the picture and answer the question
oi
kn
th
ir
23
Look at the picture and answer the question
the accented syllable of a root word can shift when certain suffixes are +
the addition of a suffix can alter the spelling of its root word
the spelling of a suffix can vary depending on its root word
the pronunciation if a suffix can change when added to certain root words
24
Look at the picture and answer the question
emphasize use of literary language and dialogues
should use repeated words and natural oral language structures
feature a range of punctuation and context-specific vocabulary
require readers to use problem-solving to connect text to illustrations
25
Look at the picture and answer the question
supporting student's development of prosodic reading skills
teaching students to adjust their reading rate based on text complexity
encouraging students to read and interact closely with the text
developing students ability to read text evaluatively
26
Look at the picture and answer the question.
teacher emphasizes the initial sounds of words when reading to the children
reads aloud to the kiddos from books that contain words that follow phonics
teahcer says the name of a letter, while the students trace its shape
teacher posts the entire alphabet around the room in several different ways
27
Look at the picture and answer the question.
count the number of syllables in a written word
understand that concept of a silent letter
recognize different ways in which one sound can be represented in print
identify in spoken language separate sounds that can be mapped to letters
28
Look at the picture and answer the question
developing word consciousness and love of interesting new words
achieve grade-level fluency benchmarks for accuracy and rate
modeling how to engage in close reading of academic texts
apply metacognitive comprehension strategies as they read
29
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extend & reinforce expressive & receptive vocabularies related to texts
verify word meanings by incorporating syntactic and semantic clues
infer the meaning of new vocabulary in the test based on word derivations
strengthen & extend understanding of the overall structure of the text
30
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promoting their devleopment of letter recognition skills
developing their awareness of left-to-right directionality
helping them recognize phonemes that occur frequently in print
promoting their understanding of letter-sound correspondence
31
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venn diagram
semantic map
timeline
outline
32
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use knowledge of letter-sound correspondence to decode words
recognize and understand sight words in a text
guess the meaning of unfamiliar words
divide written words into onset and rimes
33
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word recognition with respect to sight words
reading fluency with respect to accuracy
awareness of different types of morphemes
knowledge of grade level vocabulary
34
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metacognition
predicting
inferring
decoding
35
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student can orally segment the word train into its onset and rime
heard the word hot and the /i/ sound, can subsitute /i/ for /o/ to make hit
after hearing fish and fun, can identify the both begin with phoneme /f/
student can orally segment the word wonderful into won-der-ful
36
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(2)
(4)
(1)
(3)
37
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discussing examples of the phrase used in the context
ask to find other sentences in the text that use fell and swoop
help create a tree diagram of the structure of the phrase
directing to look up the different meanings of fell and swoop
38
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are beginning to master the alphabetic principle
are beginning to develop systematic phonics skills
have a relatively high level of phonemic awareness
have a relatively low level of phonological awareness
39
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proficient at using context clues to help identify words but weak decoding
understands letter-sound correspondence but not syllable structure
proficient at using syntactic clues but not semantic clues
can decode single syllable words but not multi-syllable words
40
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look up word, then paraphrase the sentence using the dictionary definition
make note in vocab log, then study the word after finishing the story
break the word up into component parts, the compare the meanings
use context clues in the sentence, guess the meaning, then the the meaning
41
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spelling promotes phonemic awareness by teaching onset and rimes
spelling facilitates vocabulary development by introducing new words
spelling supports word recognition by learning and retaining common phonics
spelling simplifies the reading process by focusing on limited set of rules
42
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development of an awareness of print
recognition that words are composed of separete words
recognition of high-frequency sight words
development of automaticity in word recognition
43
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identify the theme in expository texts
monitor comprehension of informational texts
draw inferences from informational texts
analyze point of view in expository texts
44
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structural analysis skills
awareness of multisyllable words
ability to isolate individual sounds in words
ability to blend the sounds in words
45
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summarizing for them the main ideas of an expository text
modeling for them metacognitive comprehension strategies
giving them an example of fluent oral reading
exposing them to new vocabulary in context.
46
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read literature that iffers repeated exposure to predictable text
compare the parts of new multi syllable words with known single syllable
recognition of high-frequency multi syllable words using drill flashcards
sound out the individual phonemes that compose multi-syllable words
47
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demonstrating that phonemes are represented by letters
focusing on auditory discrimination skills
illustrating the concept of word boundaries
introducing the concept of onset and rimes
48
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must have extensive oral vocabulary knowledge in order to learn decoding
reader applies decoding skills to unfamiliar written words in order
oral vocabulary knowledge allows the reader to derive meaning as decoding
oral vocabulary knowledge is dependent on development of decoding skills
49
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fostering their ability to work independently of teacher guidance
helping them begin to make connection between print and the spoken word
encouraging them to practice speaking skills
promoting their oral language development and listening comprehension
50
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a phrase, rhyme, or sentence is repeated throughout the text
concepts in the text are at appropriate level of difficulty
length of the text does not likely exceed the attention span
includes some pictures of illustrations
51
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use explicit explanation to describe the meaning before they read it
students enter the words in their ongoing list of new vocab, then look up
help apply structural and contextual analysis to construct/confirm meaning
paraphrase the sentence that contains the word by substituting a synonym
52
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text does not include compound sentences joined it and/or/but
come from homes where silent reading is extensively modeled
text primarily deals w/ fictional rather then factual accounts of character
can decode and understand the meaning of at least 95% of the words in text
53
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ability to blend the sounds in words
ability to isolate individual sounds in words
structural analysis skills
awareness of multisyllable words
54
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he took off his cap so that he could take a nap
she told him not to buy a ticket because she had already bought one
his face looked pale after he carried the pail of water for a mile
she works at a bank that is located near the bank of a river
55
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development of literal comprehension strategies
development of book-handling skills
understanding of text directionality
understanding of the concept of schema
56
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has well-developed book-handling skills
knows where individual words begin and end
understands the concept of print and directionality
has developed an understanding that print carriers meaning
57
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is ready to learn the concept of letter-sound correspondence
has grasped the idea that the function of print is distinct from pictures
has basic understanding of the alphabetic principle
is beginning to develop awareness that words are made of distinct phonemes
58
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late, great, wait, eight
afraid, obtain, explain, remain
swim, swims, swam, swum
pretest, retest, tested, testing
59
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determining the authors stated or implied main point of view
basing interpretations about a literary work on textual evidence
using text structure to develop a general summary of a literary work
identify a novels mood by analyzing the authors use of figurative lanuage
60
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the spelling of a suffix is often more reliable than its pronunciation
open syllables are usually pronounced with a long vowel sound
spelling is often the best predictor of the proununciation of a suffix
the second letter of a consonant blend is usually pronounced as the onset
61
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lacks automaticity in word recognition
has difficulty sounding out phonetically regular one-syllable words
needs help developing phonemic segmentation skills
is performing below grade-level benchmarks in reading fluency
62
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which characters are mentioned in the chapter? list each of the characters
what new vocabulary words did you learn? List and define the words
what do you think isn the main idea of the novel? relate specific events.
What happened in the chapter? describe 2-3 events from the chapter
63
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bibliography
index
table of contents
glossary
64
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promoting their awareness of letter-sound correspondence
helping them recognize distinct syllables in oral language
teaching them how to distinguish between consonants and vowels
encouraging them to divide words into onsets and rimes
65
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does the student's primary language have consonant blends?
can the student distinguish between short and long vowel sounds in English?
Do the target words have cognates in the student's primary language?
are the target words in the student's oral vocabulary in English?
66
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sounding out and blending letter-sounds to make words
discriminating between a word's root morpheme and affixes
segmenting and sequencing phonemes in words
detecting syllable boundaries in words
67
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clarify their understanding by reflecting on their personal expierences
create a story map of main characters and the events their connected to
explicitly teaching the key features / conventions of different genres
prompting to evaluate the significance of a story's setting to the theme
68
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increase knowledge of key vocabulary found in content area textbooks
faciliating ability to use phonics generalization to decode words
equipping them with strategies to understand the meaning of multi syllable
enhancing their familiarity with the text structures and features
69
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possess a self-awareness that allows them to use metacognitive skills
well-developed skills for decoding any level of text word by word
developed the base of background knowledge typical covered by text books
focus full attention / cognitive resources on the meaning of a text
70
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development of comprehension skills and strategies
awareness of key aspects of prosodic reading
awareness of new phonics elements
development of reading rate and automaticity
71
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reading comp sills directly facilitate the development of decoding skills
rapid automatic decoding skills help reading fluency and comprehension
decoding skills are secondary to reading fluency and comprehension skills
decoding skills & reading comp skills tend to develop independently
72
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identifying the independent clause at the heart of a sentence
identify common transitions words that link ideas in two or more sentences
distinguishing between sentences that use passive and active voice
distinguish between demonstrative and indefinite pronouns in a sentence
73
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awareness that speech can be represented by writing
basic undertsanding of the alphabetic principle
awareness of the relationship between syllables and the spoken word
basic understanding of word boundaries
74
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promote student participation in self-assessment activities
provide more objective results that do multiple-choice tests
offer more reliable assessment data
ensure consistency among different evalulators
75
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a reading miscue inventory
a test of vocabulary development
a diagnostic portfolio
a norm-referenced survey test
76
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engage in guided reading / rereading of key passages in the novel
rewrite the story from the perspective of different character in the novel
stop after reading each chapter to try to summarize key events of plot
read key chapters of the novel aloud together by taking turns reading
77
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has not proven to be useful as an instructional intervention
has poor predictive value relative to students classroom performance
gives fluctuating scores in different administrations
is not measuring what it is supposed to measure
78
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short vowels and dipthongs
initial and final consonants
long and r-controlled vowels
digraphs and blends
79
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high-frequency, phonetically irregular words
high-frequency words with multiple meanings
words that are conceptually challenging
multi-syllable words
80
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syllable patterns
morphemic structure
compound words
greek roots
81
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evaluating the validity of information on an Internet Web site
previewing a chapter in a content-area textbook
studying specific facts for a content-area exam
synthesizing information from various sources for a research support
82
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oral lang. development by imitating the teachers reading of a text
understand alphabetic principle by reinforcing letter-sound correspondence
love of reading facilitating thier access to a story they hear/understood
metacognition strategies by allowing to practice self-monitoring
83
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have them look up unknown english words using bilingual dictionaries
activate students prior knowledge of the topic
pair ELL students with native speakers of english
give a list of new vocab definitions and ask to make up own sentences
84
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provide picture card to determine whether the student can identify a tiger
provide independent practice in adding plural s to singular nouns
guide in reading lists of nouns with and without plural -s on the end
verify understanding that tigers means more that one tiger
85
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the author's first point is....
in comparison...
the passage suggests...
in my opinion...
86
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cluster new vocabulary together into meaningful groups
identify and decode common homographs
find and use synonyms for common words
use structural clues to identify the meaning of words
87
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being aware that words can be divided into syllables
being able to separate a word's onset and rime
being aware that a word is made up of one or more phonemes
being able to segment and blend a word's phoneme