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StudBud Administration
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1
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a norm-referenced survey test
a test of vocabulary development
a reading miscue inventory
a diagnostic portfolio
2
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paraphrase the sentence that contains the word by substituting a synonym
use explicit explanation to describe the meaning before they read it
students enter the words in their ongoing list of new vocab, then look up
help apply structural and contextual analysis to construct/confirm meaning
3
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high-frequency, phonetically irregular words
multi-syllable words
high-frequency words with multiple meanings
words that are conceptually challenging
4
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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
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 +
5
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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
6
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use structural clues to identify the meaning of words
identify and decode common homographs
cluster new vocabulary together into meaningful groups
find and use synonyms for common words
7
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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
8
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determining the extent of the students vocabulary knowledge
determining the rate of the students phonological processing
evaluating the students ability to apply grade level phonics skills
evaluating the degree to which the student uses syntactic clues
9
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K student can recite the alphabet from memory, but diff w/ indvid phonemes
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
10
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develop the students ability to self-monitor comprehension
promote the students ability to track print
improve the students decoding skills
enhance the students oral vocabulary development
11
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concepts in the text are at appropriate level of difficulty
a phrase, rhyme, or sentence is repeated throughout the text
includes some pictures of illustrations
length of the text does not likely exceed the attention span
12
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verify understanding that tigers means more that one tiger
provide picture card to determine whether the student can identify a 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
13
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th
ir
oi
kn
14
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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
can decode and understand the meaning of at least 95% of the words in text
15
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reinforce understanding and recognition of key concepts about print
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.
16
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supporting student's development of prosodic reading skills
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
17
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feature a range of punctuation and context-specific vocabulary
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
18
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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
student can orally segment the word train into its onset and rime
student can orally segment the word wonderful into won-der-ful
19
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decoding skills are secondary to reading fluency and comprehension skills
rapid automatic decoding skills help reading fluency and comprehension
decoding skills & reading comp skills tend to develop independently
reading comp sills directly facilitate the development of decoding skills
20
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development of decoding skills & automaticity with grade level sight words
understanding of important features of skilled prosodic reading
knowledge and skills related to understanding to complex academic language
skill in applying contextual analysis and other word analysis strategies
21
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development of book-handling skills
understanding of text directionality
development of literal comprehension strategies
understanding of the concept of schema
22
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(2)
(1)
(3)
(4)
23
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open syllables are usually pronounced with a long vowel sound
spelling is often the best predictor of the proununciation of a suffix
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
24
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infer the meaning of new vocabulary in the test based on word derivations
strengthen & extend understanding of the overall structure of the text
verify word meanings by incorporating syntactic and semantic clues
extend & reinforce expressive & receptive vocabularies related to texts
25
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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
reread the story silently / respond to several literal comp questions
26
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exposing them to new vocabulary in context.
modeling for them metacognitive comprehension strategies
summarizing for them the main ideas of an expository text
giving them an example of fluent oral reading
27
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focus full attention / cognitive resources on the meaning of a text
developed the base of background knowledge typical covered by text books
possess a self-awareness that allows them to use metacognitive skills
well-developed skills for decoding any level of text word by word
28
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is not measuring what it is supposed to measure
has poor predictive value relative to students classroom performance
gives fluctuating scores in different administrations
has not proven to be useful as an instructional intervention
29
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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
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
30
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can decode single syllable words but not multi-syllable words
understands letter-sound correspondence but not syllable structure
proficient at using syntactic clues but not semantic clues
proficient at using context clues to help identify words but weak decoding
31
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table of contents
glossary
index
bibliography
32
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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
33
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teaching to employ a variety of search engines to locate relevant web sites
providing a checklist of questions/prompt critical evaluation on web sites
search for Web sites that are easy to navigate with familiar vocabulary
list of Web sites that have been preapproved based on reading levels
34
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metacognition
inferring
predicting
decoding
35
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awareness of different types of morphemes
word recognition with respect to sight words
knowledge of grade level vocabulary
reading fluency with respect to accuracy
36
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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
37
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use context clues to determine the meaning of words
apply consistent phonics generalizations in common words
look up unfamiliar words in the dictionary
identify the constituent parts of multi-syllable words
38
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segmenting and sequencing phonemes in words
discriminating between a word's root morpheme and affixes
sounding out and blending letter-sounds to make words
detecting syllable boundaries in words
39
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introducing common elements of play as genre looking at sections as a class
ask to generate questions about the play based on the title
ask to share what they already know about the time period
encouraging to create / perform their own short skits about the subject
40
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ability to isolate individual sounds in words
structural analysis skills
awareness of multisyllable words
ability to blend the sounds in words
41
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afraid, obtain, explain, remain
pretest, retest, tested, testing
late, great, wait, eight
swim, swims, swam, swum
42
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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
look up word, then paraphrase the sentence using the dictionary definition
43
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clarify their understanding by reflecting on their personal expierences
explicitly teaching the key features / conventions of different genres
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
44
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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
45
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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
promoting their oral language development and listening comprehension
encouraging them to practice speaking skills
46
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have a relatively high level of phonemic awareness
have a relatively low level of phonological awareness
are beginning to develop systematic phonics skills
are beginning to master the alphabetic principle
47
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explicitly modeling phonological concepts such as word boundaries
explicitly teaching letter-sound correspondence
improving their aural discrimination skills
fostering their engagement in and love of reading
48
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understand alphabetic principle by reinforcing letter-sound correspondence
love of reading facilitating thier access to a story they hear/understood
metacognition strategies by allowing to practice self-monitoring
oral lang. development by imitating the teachers reading of a text
49
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determining the authors stated or implied main point of view
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
50
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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
51
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introducing the concept of onset and rimes
demonstrating that phonemes are represented by letters
illustrating the concept of word boundaries
focusing on auditory discrimination skills
52
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activate students prior knowledge of the topic
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
53
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use visualization as a reading comprehension strategy
use context clues to identify unfamiliar words
apply knowledge of phonics generalizations
understand the concept of compound words
54
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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
55
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is performing below grade-level benchmarks in reading fluency
needs help developing phonemic segmentation skills
lacks automaticity in word recognition
has difficulty sounding out phonetically regular one-syllable words
56
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phonemic awareness skills
word identification skills
development of letter-sound correspondence
understanding of the alphabetic principle
57
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omitting circus
shortening funny to fun
pronouncing clowns as clones
saying bet for best
58
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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
59
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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
60
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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
has basic understanding of the alphabetic principle
61
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provide more objective results that do multiple-choice tests
offer more reliable assessment data
promote student participation in self-assessment activities
ensure consistency among different evalulators
62
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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
she works at a bank that is located near the bank of a river
63
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the author's first point is....
the passage suggests...
in my opinion...
in comparison...
64
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analyze point of view in expository texts
monitor comprehension of informational texts
identify the theme in expository texts
draw inferences from informational texts
65
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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
66
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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
teahcer says the name of a letter, while the students trace its shape
teacher posts the entire alphabet around the room in several different ways
67
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count the # of phonemes the child hears in a sentence as its being repeated
listen to the teacher say boat/coat, then identify if they rhyme
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
68
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ability to blend the sounds in words
structural analysis skills
awareness of multisyllable words
ability to isolate individual sounds in words
69
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does the student's primary language have consonant blends?
are the target words in the student's oral vocabulary in English?
can the student distinguish between short and long vowel sounds in English?
Do the target words have cognates in the student's primary language?
70
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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)
heard the word magazine, and can determine it contains three syllables
sing, ring, fling and hang. can identify hang is different
71
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being able to segment and blend a word's phoneme
being aware that words can be divided into syllables
being aware that a word is made up of one or more phonemes
being able to separate a word's onset and rime
72
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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
73
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recognize different ways in which one sound can be represented in print
understand that concept of a silent letter
identify in spoken language separate sounds that can be mapped to letters
count the number of syllables in a written word
74
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reader applies decoding skills to unfamiliar written words in order
must have extensive oral vocabulary knowledge in order to learn decoding
oral vocabulary knowledge is dependent on development of decoding skills
oral vocabulary knowledge allows the reader to derive meaning as decoding
75
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stop after reading each chapter to try to summarize key events of plot
engage in guided reading / rereading of key passages in the novel
read key chapters of the novel aloud together by taking turns reading
rewrite the story from the perspective of different character in the novel
76
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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
providing them with frequent, varied reading experiences using new vocab
helping them categorize, visualize and remember new vocabulary
77
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spelling supports word recognition by learning and retaining common phonics
spelling simplifies the reading process by focusing on limited set of rules
spelling facilitates vocabulary development by introducing new words
spelling promotes phonemic awareness by teaching onset and rimes
78
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interalizing the alphabetic principle
developing letter formation skills
understanding the relationship between spoken an written language
recognizing that print carries meaning
79
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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
80
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read literature that iffers repeated exposure to predictable text
compare the parts of new multi syllable words with known single syllable
sound out the individual phonemes that compose multi-syllable words
recognition of high-frequency multi syllable words using drill flashcards
81
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syllable patterns
morphemic structure
greek roots
compound words
82
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enhancing their familiarity with the text structures and features
equipping them with strategies to understand the meaning of multi syllable
faciliating ability to use phonics generalization to decode words
increase knowledge of key vocabulary found in content area textbooks
83
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semantic map
venn diagram
timeline
outline
84
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predict future events
recognize a literary allusion
analyze an author's point of view
analyze story elements
85
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directing to look up the different meanings of fell and swoop
discussing examples of the phrase used in the context
ask to find other sentences in the text that use fell and swoop
help create a tree diagram of the structure of the phrase
86
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promoting their awareness of letter-sound correspondence
encouraging them to divide words into onsets and rimes
helping them recognize distinct syllables in oral language
teaching them how to distinguish between consonants and vowels
87
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digraphs and blends
short vowels and dipthongs
long and r-controlled vowels
initial and final consonants
