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