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

analyze point of view in expository texts

Look at the picture and answer the question

basing interpretations about a literary work on textual evidence

Look at the picture and answer the question

pretest, retest, tested, testing

Look at the picture and answer the question

has not proven to be useful as an instructional intervention

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.

does the student's primary language have consonant blends?

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.

have a relatively high level of phonemic awareness

Look at the picture and answer the question

fostering their engagement in and love of reading

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

facilitate comprehension by activating prior knowledge and building schema

Look at the picture and answer the question

engage in guided reading / rereading of key passages in the novel

Look at the picture and answer the question

improve the students decoding skills

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

what do you think isn the main idea of the novel? relate specific events.

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

ability to isolate individual sounds in words

Look at the picture and answer the question

understand the concept of compound words

Look at the picture and answer the question.

needs help developing phonemic segmentation skills

Look at the picture and answer the question.

development of an awareness of print

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

equipping them with strategies to understand the meaning of multi syllable

Look at the picture and answer the question

create a story map of main characters and the events their connected to

Look at the picture and answer the question.

encouraging them to divide words into onsets and rimes

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

helping them categorize, visualize and remember new vocabulary

Look at the picture and answer the question.

apply consistent phonics generalizations in common words

Look at the picture and answer the question

identify and decode common homographs

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

Peter's mother was adamant that he should attend college

Look at the picture and answer the question

can decode and understand the meaning of at least 95% of the words in text

Look at the picture and answer the question.

reading fluency with respect to accuracy

Look at the picture and answer the question.

development of reading rate and automaticity

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.

development of book-handling skills

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

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

Look at the picture and answer the question

focus full attention / cognitive resources on the meaning of a text

Look at the picture and answer the question.

demonstrating that phonemes are represented by letters

Look at the picture and answer the question.

developing their awareness of left-to-right directionality

Look at the picture and answer the question

being able to segment and blend a word's phoneme

Look at the picture and answer the question

love of reading facilitating thier access to a story they hear/understood

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
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
2
Look at the picture and answer the question
draw inferences from informational texts
identify the theme in expository texts
analyze point of view in expository texts
monitor comprehension of informational texts
3
Look at the picture and answer the question
basing interpretations about a literary work on textual evidence
using text structure to develop a general summary of a literary work
determining the authors stated or implied main point of view
identify a novels mood by analyzing the authors use of figurative lanuage
4
Look at the picture and answer the question
pretest, retest, tested, testing
swim, swims, swam, swum
late, great, wait, eight
afraid, obtain, explain, remain
5
Look at the picture and answer the question
is not measuring what it is supposed to measure
gives fluctuating scores in different administrations
has poor predictive value relative to students classroom performance
has not proven to be useful as an instructional intervention
6
Look at the picture and answer the question
encouraging students to read and interact closely with the text
developing students ability to read text evaluatively
supporting student's development of prosodic reading skills
teaching students to adjust their reading rate based on text complexity
7
Look at the picture and answer the question.
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?
8
Look at the picture and answer the question.
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
heard the word hot and the /i/ sound, can subsitute /i/ for /o/ to make hit
9
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
10
Look at the picture and answer the question
explicitly teaching letter-sound correspondence
fostering their engagement in and love of reading
improving their aural discrimination skills
explicitly modeling phonological concepts such as word boundaries
11
Look at the picture and answer the question
compare the parts of new multi syllable words with known single syllable
read literature that iffers repeated exposure to predictable text
sound out the individual phonemes that compose multi-syllable words
recognition of high-frequency multi syllable words using drill flashcards
12
Look at the picture and answer the question
reinforce understanding and recognition of key concepts about print
give the teacher an opportunity to assess & compare students oral lang.
facilitate comprehension by activating prior knowledge and building schema
prepare to benefit from explicit phonics instruction related to text
13
Look at the picture and answer the question
engage in guided reading / rereading of key passages 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
rewrite the story from the perspective of different character in the novel
14
Look at the picture and answer the question
develop the students ability to self-monitor comprehension
enhance the students oral vocabulary development
promote the students ability to track print
improve the students decoding skills
15
Look at the picture and answer the question
should use repeated words and natural oral language structures
emphasize use of literary language and dialogues
feature a range of punctuation and context-specific vocabulary
require readers to use problem-solving to connect text to illustrations
16
Look at the picture and answer the question
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
what new vocabulary words did you learn? List and define the words
which characters are mentioned in the chapter? list each of the characters
17
Look at the picture and answer the question.
divide written words into onset and rimes
use knowledge of letter-sound correspondence to decode words
recognize and understand sight words in a text
guess the meaning of unfamiliar words
18
Look at the picture and answer the question
awareness of multisyllable words
ability to isolate individual sounds in words
structural analysis skills
ability to blend the sounds in words
19
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
20
Look at the picture and answer the question.
has difficulty sounding out phonetically regular one-syllable words
lacks automaticity in word recognition
is performing below grade-level benchmarks in reading fluency
needs help developing phonemic segmentation skills
21
Look at the picture and answer the question.
recognition that words are composed of separete words
development of automaticity in word recognition
development of an awareness of print
recognition of high-frequency sight words
22
Look at the picture and answer the question.
identify in spoken language separate sounds that can be mapped to letters
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
23
Look at the picture and answer the question
faciliating ability to use phonics generalization to decode words
enhancing their familiarity with the text structures and features
equipping them with strategies to understand the meaning of multi syllable
increase knowledge of key vocabulary found in content area textbooks
24
Look at the picture and answer the question
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
create a story map of main characters and the events their connected to
25
Look at the picture and answer the question.
teaching them how to distinguish between consonants and vowels
promoting their awareness of letter-sound correspondence
helping them recognize distinct syllables in oral language
encouraging them to divide words into onsets and rimes
26
Look at the picture and answer the question.
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
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
27
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
28
Look at the picture and answer the question.
use context clues to determine the meaning of words
identify the constituent parts of multi-syllable words
look up unfamiliar words in the dictionary
apply consistent phonics generalizations in common words
29
Look at the picture and answer the question
a norm-referenced survey test
a reading miscue inventory
a test of vocabulary development
a diagnostic portfolio
30
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find and use synonyms for common words
cluster new vocabulary together into meaningful groups
use structural clues to identify the meaning of words
identify and decode common homographs
31
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knowledge and skills related to understanding to complex academic language
skill in applying contextual analysis and other word analysis strategies
development of decoding skills & automaticity with grade level sight words
understanding of important features of skilled prosodic reading
32
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Peter's mother was adamant that he should attend college
Mary is magnanimous in all of her dealings with people
John's friends surreptitiously planned a housewarming party for him
tulip trees are ubiquitous in Virginia and in some other parts of the US
33
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come from homes where silent reading is extensively modeled
can decode and understand the meaning of at least 95% of the words in text
text primarily deals w/ fictional rather then factual accounts of character
text does not include compound sentences joined it and/or/but
34
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structural analysis skills
ability to blend the sounds in words
ability to isolate individual sounds in words
awareness of multisyllable words
35
Look at the picture and answer the question.
reading fluency with respect to accuracy
word recognition with respect to sight words
awareness of different types of morphemes
knowledge of grade level vocabulary
36
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th
oi
kn
ir
37
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development of comprehension skills and strategies
development of reading rate and automaticity
awareness of key aspects of prosodic reading
awareness of new phonics elements
38
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introducing common elements of play as genre looking at sections as a class
encouraging to create / perform their own short skits about the subject
ask to share what they already know about the time period
ask to generate questions about the play based on the title
39
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initial and final consonants
digraphs and blends
short vowels and dipthongs
long and r-controlled vowels
40
Look at the picture and answer the question.
understanding of the concept of schema
development of literal comprehension strategies
understanding of text directionality
development of book-handling skills
41
Look at the picture and answer the question
recognize a literary allusion
analyze an author's point of view
analyze story elements
predict future events
42
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help create a tree diagram of the structure of the phrase
directing to look up the different meanings of fell and swoop
ask to find other sentences in the text that use fell and swoop
discussing examples of the phrase used in the context
43
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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
a phrase, rhyme, or sentence is repeated throughout the text
44
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well-developed skills for decoding any level of text word by word
developed the base of background knowledge typical covered by text books
possess a self-awareness that allows them to use metacognitive skills
focus full attention / cognitive resources on the meaning of a text
45
Look at the picture and answer the question.
introducing the concept of onset and rimes
illustrating the concept of word boundaries
demonstrating that phonemes are represented by letters
focusing on auditory discrimination skills
46
Look at the picture and answer the question.
developing their awareness of left-to-right directionality
promoting their devleopment of letter recognition skills
helping them recognize phonemes that occur frequently in print
promoting their understanding of letter-sound correspondence
47
Look at the picture and answer the question
being able to segment and blend a word's phoneme
being aware that a word is made up of one or more phonemes
being aware that words can be divided into syllables
being able to separate a word's onset and rime
48
Look at the picture and answer the question
love of reading facilitating thier access to a story they hear/understood
oral lang. development by imitating the teachers reading of a text
metacognition strategies by allowing to practice self-monitoring
understand alphabetic principle by reinforcing letter-sound correspondence
49
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timeline
semantic map
venn diagram
outline
50
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(1)
(4)
(3)
(2)
51
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shortening funny to fun
saying bet for best
pronouncing clowns as clones
omitting circus
52
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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
oral vocabulary knowledge is dependent on development of decoding skills
53
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the passage suggests...
in comparison...
the author's first point is....
in my opinion...
54
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awareness that speech can be represented by writing
awareness of the relationship between syllables and the spoken word
basic understanding of word boundaries
basic undertsanding of the alphabetic principle
55
Look at the picture and answer the question
strengthen & extend understanding of the overall structure of the text
extend & reinforce expressive & receptive vocabularies related to texts
infer the meaning of new vocabulary in the test based on word derivations
verify word meanings by incorporating syntactic and semantic clues
56
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modeling how to engage in close reading of academic texts
developing word consciousness and love of interesting new words
achieve grade-level fluency benchmarks for accuracy and rate
apply metacognitive comprehension strategies as they read
57
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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
58
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high-frequency, phonetically irregular words
high-frequency words with multiple meanings
multi-syllable words
words that are conceptually challenging
59
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help apply structural and contextual analysis to construct/confirm meaning
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
paraphrase the sentence that contains the word by substituting a synonym
60
Look at the picture and answer the question.
phonemic awareness skills
word identification skills
understanding of the alphabetic principle
development of letter-sound correspondence
61
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the spelling of a suffix is often more reliable than its pronunciation
spelling is often the best predictor of the proununciation of a suffix
open syllables are usually pronounced with a long vowel sound
the second letter of a consonant blend is usually pronounced as the onset
62
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decoding skills & reading comp skills tend to develop independently
rapid automatic decoding skills help reading fluency and comprehension
reading comp sills directly facilitate the development of decoding skills
decoding skills are secondary to reading fluency and comprehension skills
63
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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
64
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syllable patterns
greek roots
morphemic structure
compound words
65
Look at the picture and answer the question
index
bibliography
glossary
table of contents
66
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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/
shown a letter, of the alphabet, can orally identify corresponding sound(s)
67
Look at the picture and answer the question.
developing letter formation skills
understanding the relationship between spoken an written language
recognizing that print carries meaning
interalizing the alphabetic principle
68
Look at the picture and answer the question
provide more objective results that do multiple-choice tests
promote student participation in self-assessment activities
ensure consistency among different evalulators
offer more reliable assessment data
69
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point to the correct letter on the alphabet chart/names specific letters
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
listen to the teacher say boat/coat, then identify if they rhyme
70
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evaluating the degree to which the student uses syntactic clues
determining the extent of the students vocabulary knowledge
evaluating the students ability to apply grade level phonics skills
determining the rate of the students phonological processing
71
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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
provide picture card to determine whether the student can identify a tiger
72
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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
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
73
Look at the picture and answer the question
the accented syllable of a root word can shift when certain suffixes are +
the pronunciation if a suffix can change when added to certain root words
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
74
Look at the picture and answer the question
paraphrase content to make the text more understanable
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
75
Look at the picture and answer the question
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
identify common transitions words that link ideas in two or more sentences
76
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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
talk with students about the selected consonants using a series of posters
talk with students about the beginning, middle and end of a story
77
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she works at a bank that is located near the bank of a river
he took off his cap so that he could take a nap
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
78
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providing a checklist of questions/prompt critical evaluation on web sites
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
list of Web sites that have been preapproved based on reading levels
79
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free-write about the story in their reading response journals
reread the story silently / respond to several literal comp questions
discussing how characters respond to major events/challeneges
identify the key vocabulary words in the story
80
Look at the picture and answer the question
giving them an example of fluent oral reading
exposing them to new vocabulary in context.
modeling for them metacognitive comprehension strategies
summarizing for them the main ideas of an expository text
81
Look at the picture and answer the question
fostering their ability to work independently of teacher guidance
encouraging them to practice speaking skills
helping them begin to make connection between print and the spoken word
promoting their oral language development and listening comprehension
82
Look at the picture and answer the question
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
evaluating the validity of information on an Internet Web site
83
Look at the picture and answer the question
metacognition
predicting
decoding
inferring
84
Look at the picture and answer the question
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
spelling promotes phonemic awareness by teaching onset and rimes
85
Look at the picture and answer the question
look up word, then paraphrase the sentence using the dictionary definition
break the word up into component parts, the compare the meanings
make note in vocab log, then study the word after finishing the story
use context clues in the sentence, guess the meaning, then the the meaning
86
Look at the picture and answer the question.
has well-developed book-handling skills
has developed an understanding that print carriers meaning
knows where individual words begin and end
understands the concept of print and directionality
87
Look at the picture and answer the question.
has basic understanding of the alphabetic principle
is ready to learn the concept of letter-sound correspondence
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

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
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
2
Look at the picture and answer the question
draw inferences from informational texts
identify the theme in expository texts
analyze point of view in expository texts
monitor comprehension of informational texts
3
Look at the picture and answer the question
basing interpretations about a literary work on textual evidence
using text structure to develop a general summary of a literary work
determining the authors stated or implied main point of view
identify a novels mood by analyzing the authors use of figurative lanuage
4
Look at the picture and answer the question
pretest, retest, tested, testing
swim, swims, swam, swum
late, great, wait, eight
afraid, obtain, explain, remain
5
Look at the picture and answer the question
is not measuring what it is supposed to measure
gives fluctuating scores in different administrations
has poor predictive value relative to students classroom performance
has not proven to be useful as an instructional intervention
6
Look at the picture and answer the question
encouraging students to read and interact closely with the text
developing students ability to read text evaluatively
supporting student's development of prosodic reading skills
teaching students to adjust their reading rate based on text complexity
7
Look at the picture and answer the question.
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?
8
Look at the picture and answer the question.
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
heard the word hot and the /i/ sound, can subsitute /i/ for /o/ to make hit
9
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
10
Look at the picture and answer the question
explicitly teaching letter-sound correspondence
fostering their engagement in and love of reading
improving their aural discrimination skills
explicitly modeling phonological concepts such as word boundaries
11
Look at the picture and answer the question
compare the parts of new multi syllable words with known single syllable
read literature that iffers repeated exposure to predictable text
sound out the individual phonemes that compose multi-syllable words
recognition of high-frequency multi syllable words using drill flashcards
12
Look at the picture and answer the question
reinforce understanding and recognition of key concepts about print
give the teacher an opportunity to assess & compare students oral lang.
facilitate comprehension by activating prior knowledge and building schema
prepare to benefit from explicit phonics instruction related to text
13
Look at the picture and answer the question
engage in guided reading / rereading of key passages 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
rewrite the story from the perspective of different character in the novel
14
Look at the picture and answer the question
develop the students ability to self-monitor comprehension
enhance the students oral vocabulary development
promote the students ability to track print
improve the students decoding skills
15
Look at the picture and answer the question
should use repeated words and natural oral language structures
emphasize use of literary language and dialogues
feature a range of punctuation and context-specific vocabulary
require readers to use problem-solving to connect text to illustrations
16
Look at the picture and answer the question
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
what new vocabulary words did you learn? List and define the words
which characters are mentioned in the chapter? list each of the characters
17
Look at the picture and answer the question.
divide written words into onset and rimes
use knowledge of letter-sound correspondence to decode words
recognize and understand sight words in a text
guess the meaning of unfamiliar words
18
Look at the picture and answer the question
awareness of multisyllable words
ability to isolate individual sounds in words
structural analysis skills
ability to blend the sounds in words
19
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
20
Look at the picture and answer the question.
has difficulty sounding out phonetically regular one-syllable words
lacks automaticity in word recognition
is performing below grade-level benchmarks in reading fluency
needs help developing phonemic segmentation skills
21
Look at the picture and answer the question.
recognition that words are composed of separete words
development of automaticity in word recognition
development of an awareness of print
recognition of high-frequency sight words
22
Look at the picture and answer the question.
identify in spoken language separate sounds that can be mapped to letters
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
23
Look at the picture and answer the question
faciliating ability to use phonics generalization to decode words
enhancing their familiarity with the text structures and features
equipping them with strategies to understand the meaning of multi syllable
increase knowledge of key vocabulary found in content area textbooks
24
Look at the picture and answer the question
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
create a story map of main characters and the events their connected to
25
Look at the picture and answer the question.
teaching them how to distinguish between consonants and vowels
promoting their awareness of letter-sound correspondence
helping them recognize distinct syllables in oral language
encouraging them to divide words into onsets and rimes
26
Look at the picture and answer the question.
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
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
27
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
28
Look at the picture and answer the question.
use context clues to determine the meaning of words
identify the constituent parts of multi-syllable words
look up unfamiliar words in the dictionary
apply consistent phonics generalizations in common words
29
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a norm-referenced survey test
a reading miscue inventory
a test of vocabulary development
a diagnostic portfolio
30
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find and use synonyms for common words
cluster new vocabulary together into meaningful groups
use structural clues to identify the meaning of words
identify and decode common homographs
31
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knowledge and skills related to understanding to complex academic language
skill in applying contextual analysis and other word analysis strategies
development of decoding skills & automaticity with grade level sight words
understanding of important features of skilled prosodic reading
32
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Peter's mother was adamant that he should attend college
Mary is magnanimous in all of her dealings with people
John's friends surreptitiously planned a housewarming party for him
tulip trees are ubiquitous in Virginia and in some other parts of the US
33
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come from homes where silent reading is extensively modeled
can decode and understand the meaning of at least 95% of the words in text
text primarily deals w/ fictional rather then factual accounts of character
text does not include compound sentences joined it and/or/but
34
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structural analysis skills
ability to blend the sounds in words
ability to isolate individual sounds in words
awareness of multisyllable words
35
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reading fluency with respect to accuracy
word recognition with respect to sight words
awareness of different types of morphemes
knowledge of grade level vocabulary
36
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th
oi
kn
ir
37
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development of comprehension skills and strategies
development of reading rate and automaticity
awareness of key aspects of prosodic reading
awareness of new phonics elements
38
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introducing common elements of play as genre looking at sections as a class
encouraging to create / perform their own short skits about the subject
ask to share what they already know about the time period
ask to generate questions about the play based on the title
39
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initial and final consonants
digraphs and blends
short vowels and dipthongs
long and r-controlled vowels
40
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understanding of the concept of schema
development of literal comprehension strategies
understanding of text directionality
development of book-handling skills
41
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recognize a literary allusion
analyze an author's point of view
analyze story elements
predict future events
42
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help create a tree diagram of the structure of the phrase
directing to look up the different meanings of fell and swoop
ask to find other sentences in the text that use fell and swoop
discussing examples of the phrase used in the context
43
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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
a phrase, rhyme, or sentence is repeated throughout the text
44
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well-developed skills for decoding any level of text word by word
developed the base of background knowledge typical covered by text books
possess a self-awareness that allows them to use metacognitive skills
focus full attention / cognitive resources on the meaning of a text
45
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introducing the concept of onset and rimes
illustrating the concept of word boundaries
demonstrating that phonemes are represented by letters
focusing on auditory discrimination skills
46
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developing their awareness of left-to-right directionality
promoting their devleopment of letter recognition skills
helping them recognize phonemes that occur frequently in print
promoting their understanding of letter-sound correspondence
47
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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 aware that words can be divided into syllables
being able to separate a word's onset and rime
48
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love of reading facilitating thier access to a story they hear/understood
oral lang. development by imitating the teachers reading of a text
metacognition strategies by allowing to practice self-monitoring
understand alphabetic principle by reinforcing letter-sound correspondence
49
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timeline
semantic map
venn diagram
outline
50
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(1)
(4)
(3)
(2)
51
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shortening funny to fun
saying bet for best
pronouncing clowns as clones
omitting circus
52
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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
oral vocabulary knowledge is dependent on development of decoding skills
53
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the passage suggests...
in comparison...
the author's first point is....
in my opinion...
54
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awareness that speech can be represented by writing
awareness of the relationship between syllables and the spoken word
basic understanding of word boundaries
basic undertsanding of the alphabetic principle
55
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strengthen & extend understanding of the overall structure of the text
extend & reinforce expressive & receptive vocabularies related to texts
infer the meaning of new vocabulary in the test based on word derivations
verify word meanings by incorporating syntactic and semantic clues
56
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modeling how to engage in close reading of academic texts
developing word consciousness and love of interesting new words
achieve grade-level fluency benchmarks for accuracy and rate
apply metacognitive comprehension strategies as they read
57
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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
58
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high-frequency, phonetically irregular words
high-frequency words with multiple meanings
multi-syllable words
words that are conceptually challenging
59
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help apply structural and contextual analysis to construct/confirm meaning
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
paraphrase the sentence that contains the word by substituting a synonym
60
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phonemic awareness skills
word identification skills
understanding of the alphabetic principle
development of letter-sound correspondence
61
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the spelling of a suffix is often more reliable than its pronunciation
spelling is often the best predictor of the proununciation of a suffix
open syllables are usually pronounced with a long vowel sound
the second letter of a consonant blend is usually pronounced as the onset
62
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decoding skills & reading comp skills tend to develop independently
rapid automatic decoding skills help reading fluency and comprehension
reading comp sills directly facilitate the development of decoding skills
decoding skills are secondary to reading fluency and comprehension skills
63
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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
64
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syllable patterns
greek roots
morphemic structure
compound words
65
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index
bibliography
glossary
table of contents
66
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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/
shown a letter, of the alphabet, can orally identify corresponding sound(s)
67
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developing letter formation skills
understanding the relationship between spoken an written language
recognizing that print carries meaning
interalizing the alphabetic principle
68
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provide more objective results that do multiple-choice tests
promote student participation in self-assessment activities
ensure consistency among different evalulators
offer more reliable assessment data
69
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point to the correct letter on the alphabet chart/names specific letters
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
listen to the teacher say boat/coat, then identify if they rhyme
70
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evaluating the degree to which the student uses syntactic clues
determining the extent of the students vocabulary knowledge
evaluating the students ability to apply grade level phonics skills
determining the rate of the students phonological processing
71
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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
provide picture card to determine whether the student can identify a tiger
72
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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
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
73
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the accented syllable of a root word can shift when certain suffixes are +
the pronunciation if a suffix can change when added to certain root words
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
74
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paraphrase content to make the text more understanable
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
75
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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
identify common transitions words that link ideas in two or more sentences
76
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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
talk with students about the selected consonants using a series of posters
talk with students about the beginning, middle and end of a story
77
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she works at a bank that is located near the bank of a river
he took off his cap so that he could take a nap
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
78
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providing a checklist of questions/prompt critical evaluation on web sites
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
list of Web sites that have been preapproved based on reading levels
79
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free-write about the story in their reading response journals
reread the story silently / respond to several literal comp questions
discussing how characters respond to major events/challeneges
identify the key vocabulary words in the story
80
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giving them an example of fluent oral reading
exposing them to new vocabulary in context.
modeling for them metacognitive comprehension strategies
summarizing for them the main ideas of an expository text
81
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fostering their ability to work independently of teacher guidance
encouraging them to practice speaking skills
helping them begin to make connection between print and the spoken word
promoting their oral language development and listening comprehension
82
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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
evaluating the validity of information on an Internet Web site
83
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metacognition
predicting
decoding
inferring
84
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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
spelling promotes phonemic awareness by teaching onset and rimes
85
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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
make note in vocab log, then study the word after finishing the story
use context clues in the sentence, guess the meaning, then the the meaning
86
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has well-developed book-handling skills
has developed an understanding that print carriers meaning
knows where individual words begin and end
understands the concept of print and directionality
87
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has basic understanding of the alphabetic principle
is ready to learn the concept of letter-sound correspondence
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