Look at the picture and answer the question

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

Look at the picture and answer the question.

developing their awareness of left-to-right directionality

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

promoting their oral language development and listening comprehension

Look at the picture and answer the question.

apply consistent phonics generalizations in common words

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

discussing how characters respond to major events/challeneges

Look at the picture and answer the question

ability to isolate individual sounds in words

Look at the picture and answer the question

words that are conceptually challenging

Look at the picture and answer the question

oral vocabulary knowledge allows the reader to derive meaning as decoding

Look at the picture and answer the question.

demonstrating that phonemes are represented by letters

Look at the picture and answer the question

identify and decode common homographs

Look at the picture and answer the question

improve the students decoding skills

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

use visualization to facilitate their comprehension of the text

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

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

Look at the picture and answer the question.

have a relatively high level of phonemic awareness

Look at the picture and answer the question

modeling for them metacognitive comprehension strategies

Look at the picture and answer the question

previewing a chapter in a content-area textbook

Look at the picture and answer the question

promote student participation in self-assessment activities

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

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

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.

has grasped the idea that the function of print is distinct from pictures

Look at the picture and answer the question

fostering their engagement in and love of reading

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.

encouraging them to divide words into onsets and rimes

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.

segmenting and sequencing phonemes in words

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.

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

Look at the picture and answer the question.

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

Look at the picture and answer the question

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

Look at the picture and answer the question.

development of book-handling skills

Look at the picture and answer the question

activate students prior knowledge of the topic

Look at the picture and answer the question.

knows where individual words begin and end

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.

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

Look at the picture and answer the question.

awareness that speech can be represented by writing

Look at the picture and answer the question.

reading fluency with respect to accuracy

Look at the picture and answer the question

analyze point of view in expository texts

Look at the picture and answer the question

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

studbud

Practice

87 termsStudBud Administration351 plays

Imported from external platform

Flashcards87 cardsFPractice quizPHost liveL

Questions 87

Answers

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

Practice Flashcards | StudBud

Practice

87 termsStudBud Administration351 plays

Imported from external platform

Flashcards87 cardsFPractice quizPHost liveL

Questions 87

Answers

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