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