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Lit Instruction > Exam 1, 2, & Ch. 6 & 7, & SRSD > Flashcards

Exam 1, 2, & Ch. 6 & 7, & SRSD Flashcards

1
Q

Which of the following is true of direct instruction? A. It is primarily the teacher talking with little student input B. Each lesson must be completed with any set amount of time C. A limited amount of content is covered D. Immediate feedback is given to students

A

D. Immediate feedback is given to students

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2
Q

Which of the following is not a part of guided practice in an explicit teaching lesson? A. Model what to do B. Tell them what to do C. ask them what to do D. Remind them what to do

A

A. Model what to do

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3
Q

Which of the critical areas of reading focuses only on the sounds of language? A. phonemic awareness B. phonics C. fluency D. vocabulary

A

A. phonemic awareness

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4
Q

Mrs. Keller students are transitioning from a “learning to read” to “reading to learn” and are increasingly focused on vocabulary and comprehension skills. In which stage of reading are her students? A. Pre-reading stage B. Beginning reading stage C. Primary stage D. Intermediate stage

A

C. Primary stage

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5
Q

Mr. Watkins engages students in a unison read aloud and then it demonstrates the steps of this strategy systematically, repeating this process several times. What part of the lesson plan is Mr. Watkins teaching? A. opening B. Modeling C. Guided practice D. Review

A

B. Modeling

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6
Q

Mrs. fine follows a comprehensive core reading program which she supports with additional strategies when students struggle with the content. What tier of literacy instruction is represented? A. Tier 1 B. Tier 2 C. Tier 3 D. All of the tiers

A

Tier 1

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7
Q

Benchmark assessments/universal screenings are… A. Given to all students three times each school year D. Based on programmatic goals for intensive reading programs C. Given to some students as a way to monitor their progress D. Implemented three times each school year for only students in tier 2

A

A. Given to all students three times each school year

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8
Q

Recommendations from the Institute of education science suggests that tier 2 interventions be implemented on the following schedule: A. 3-5 times a week, for approximately 20 to 40 minutes B. At least two times a week for one hour C. one time a day for 40-60 minutes D. One time a week for 120 minutes

A

A. 3-5 times a week, for approximately 20 to 40 minutes

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9
Q

Miss cat is leading her class through a lesson focused on sounding out words. She introduces each of the words by relating it to things they did yesterday for personal hobbies. Given this information, which instructional enhancement would help Miss Kat improve her lesson? A. Unison responding B. My turn-together-your turn format C. Efficient use of teacher talk D. Perky pace

A

C. Efficient use of teacher talk

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10
Q

Mr. dog is leading his class through a vocabulary exercise and his students are making errors. How can he implement systematic error correction? A. Provide the correct answer, have the students say the correct answer, review the information later in the lesson B. Provide the correct answer, ask if everyone understands, review the information later in the lesson C. Provide the prompt/Question again, ask the student to save the answer, repeat until the student gets the correct answer D. Ignore the error during the lesson and systematically review the information with the students making the errors at a later time

A

A. Provide the correct answer, have the students say the correct answer, review the information later in the lesson

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11
Q

The following letter sound is on voiced and continuous period A. /d/ B. /k/ C. /f/ D. /m/

A

C. /f/

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12
Q

The letter sound /õ/ is found in which word? A. rope B. dot C. no D. yoga

A

B. dot

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13
Q

Mr. Prince is asking students to, “Say the sounds in /mop/.” Which of the phonemic awareness skills is mr. Prince assessing? A. onset-rime segmenting B. Individual sound segmenting C. Onset-rime blending D. Individual sound blending

A

B. Individual sound segmenting

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14
Q

Which of the following practices is best for teaching phonemic awareness to English learners? A. Speak at a typical pace B. Model the skill more C. use English only D. use only sounds, no pictures

A

B. Model the skill more

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15
Q

Which of the following words would be considered and exception/irregular word? A. said B. Make C. Flip D. Cute

A

A. said

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16
Q

Mr. Jones class is a knowledgeable class about most letter sound correspondences and can use this knowledge to decode unfamiliar words. The students are and which of the following of Ehri’s Phases?

A. Pre-alphabetic

B. partial-alphabetic

C. full-alphabetic

D. Consolidated-alphabetic

A

C. full-alphabetic

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17
Q

The chart displays?

A. Graphemes

B. Phonemes

C. Both

D. Neither

A

A. Graphemes

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18
Q

Mrs. breaks students can sound out words and sentences and passages. Which skill should she focus on next?

A. Identifying letter sounds in isolation

B. Reading CVC words

C. Identifying high-Frequency exception words

D. Reading words and passages by sight

A

D. Reading words and passages by sight

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19
Q

Mrs. Spring wants to know if her students can identify high frequency words. What assessment would she use?

A. Letter naming fluency

B. Letter sound correspondence

C. nonsense word fluency

D. Word lists

A

D. Word lists

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20
Q

When teaching sub vocal sounding out, which of the following elements will be a focus?

A. The addition of Schaws

B. correct oral pronunciation of letter sounds

C. eye movement

D. reading words the “fast way”

A

C. eye movement

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21
Q

Write one word that represents each of the following CVC-varying word patterns.

CCVC =

CCVCC =

A

CCVC = Swim

CCVCC = Thick

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22
Q

List two specific instructional practices to be used during tier 2 instruction focused on phonemic awareness. (list two interventions that focus on the sounds of language)

  • ?
  • ?
A
  • clap syllables, blending, sound isolation?
  • Word-play activities, such as changing the first sound to make a new rhyming word to fit into a song or changing the last sound in a word to create another word.?

PAGE 41 OF BOOK

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23
Q

What are the three steps to an effective signal?

A

???

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24
Q

You just implemented benchmark assessments with your class. Generally, how would you use the data you collected?

A

You would use the data to see the part of your school, that is struggling. Based off of this, you would see which tears to implement progress monitoring?

???

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25
Q

It’s January and you just administered nonsense word fluency benchmark assessments to your kindergarten students.

Ron, a five-year-old boy, identified 10 correct letters sounds on the nonsense word fluency assessment.

Ron’s scores were 28 for the letter naming fluency and 18 for word use fluency. Using the benchmark chart below to help you interpret the scores, how would you proceed with Ron?

A

We would put Ron in tier 2, as he is not scoring in the “core section” but “stragetic sections”.

This is what I said but I only got 1 out of 2 points. So, it is not correct?

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26
Q
A
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27
Q
A

(20:22) Benchmark goal for fall is 41* he is at (33)

ORF = 41 - 28

33 is between 41 - 28 = so, this beans he is below benchmark!!!

His accuracy is 92% So, he is at benckmark for accuracy!!!

Answer =

Words correct is below benchmark, accuracy is at benchmark

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28
Q

How would you proceed with assessments for Adam? Would you wait until the next benchmark assessment or implement progress monitoring?

(20:22) Benchmark goal for fall is 41* he is at (33)

ORF = 41 - 28

33 is between 41 - 28 = so, this beans he is below benchmark!!!

His accuracy is 92% So, he is at benckmark for accuracy!!!

Answer =

Words correct is below benchmark, accuracy is at benchmark

A

I would implement progress monitoring

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29
Q

Adam is just below benchmark.

If you were to implement progress monitoring, how frequently would you monitor Adams progress?

once a week = below grade level or well below benchmark. everyother week? once a month?

A

every other or once a month

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30
Q
A

(27:30)

Taped reading would work but you want to implement appropriatley.

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31
Q
A
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32
Q

How many syllables are in the word fantastic?

A

Fan - tas - tic

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33
Q

What type of syllables are in the word fantastic?

A. Closed

B. Open

C. Vowel combination

D. R-controlled

A

A. Closed

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34
Q

The affix pre- …

A. is a suffix that means after

B. Is a prefix that means after

C. Is a suffix that means before

D. Is a prefix that means before

A

D. Is a prefix that means before

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35
Q

Students in Mrs. Treats class have been learning about word families, on which type of word are they focusing?

A. One-syllable words containing letter combinations

B. Two-syllable words containing closed syllables

C. Two-syllable words containing open syllables

D. Words with rule based sounds

A

A. One-syllable words containing letter combinations

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36
Q

What is one of the top 10 most common spelling rules?

Add “E” at the end of a word that ends in V. Example is = dove. Most words do not end in v.

A

What is one of the top 10 most common spelling rules?

Add “E” at the end of a word that ends in V. Example is = dove. Most words do not end in v.

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37
Q

Which of the falling is an example of effective spelling instruction?

A. 20+ words per week

B. Teach all of the spelling rules

C. Students re-wright spelling words five times

D. Review past spelling words

A

D. Review past spelling words

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38
Q

Which of the following is not part of reading fluency?

A. accuracy

B. Speed

C. Vocabulary

D. Expression

A

C. Vocabulary

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39
Q

Which of the following is true of progress monitoring assessments for reading fluency?

A. Three reading passages are administered

B. Passage is timed for one minute

C. Assessments are conducted three times a year

D. All students are progress monitored

A

B. Passage is timed for one minute

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40
Q

Safer passage reading. He groups his students homogeneously an ass

A. Each student to read 3 sentences

B. All students to follow along with their fingers

C. Students to read in specific order

D.Students to continue reading regardless of errors

A

B. All students to follow along with their fingers

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41
Q

Mrs. Agee is implementing partner reading in her classroom. In order to implement the strategy correctly she should

A. Pair the strongest reader with this student that needs the most help

B. Have the whole class read the same passage

C. Let students pick their own partners

D. Assess the whole class to determine the reading levels before starting

A

D. Assess the whole class to determine the reading levels before starting

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42
Q

Readers theater would primarily help a student struggling with which aspect of reading fluency?

A. accuracy

B. Speed

C. Vocabulary

D. Expression

A

D. Expression

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43
Q

(33:27) Jason’s current reading fluency score is 40. What would Jason’s goal be for repeated reading?

A

You are always multiplying by .4

we need it to be 40% (.4) higher,

so…

40 x .4 = 16.0

16 + 40 = 56

Jason’s goal is 56

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44
Q

loosely translated as “the rich get richer and the poor get poorer.” Students who read more learn more vocabulary words and acquire more background knowledge.

A

Matthew Effect

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45
Q

a test requiring students to actively write or say the word or definition is measuring _____________

A

expressive vocabulary

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46
Q

_______________is usually higher than their expressive vocabulary, they will often get higher scores on assessments in which they have only to select an answer from ones that are provided.

A

receptive vocabulary

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47
Q

draw too general a conclusion

A

overgeneralize

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48
Q

after showing the students a red ball, she could have shown them a blue ball and said that it was not red. Similarly, she could have shown other toys of a different color and explained that they weren’t red either.

A

nonexamples

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49
Q

Guidelines for Developing Vocabulary Questions

A
  • Use the Names of Your Students in Your Examples Whenever Possible
  • End by Providing a Practice Opportunity
  • Reflect the Students’ Lives with Relevant Question
  • Use the Exact Vocabulary from the Story in Your Questions and as the “ Correct” Responses
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50
Q

___________are visual representations of vocabulary that help students organize subject matter by having them categorize, label the categories, and discuss concepts related to a target word. The parts of the map are used to teach the class of words to which it belongs ( “What is it?”) , its characteristics ( “What is it like?”) , and some examples.

A

Semantic maps

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51
Q

______________uses mnemonics to make vocabulary more meaningful to students and hence easier to understand and remember. This method involves two key components, the keyword and a visual depiction of the vocabulary word.

A

The keyword method

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52
Q

Practice Activities for New Words:

  • These two practice activities, can be carried out with large groups, because both involve the use of unison response.
  • Another way to provide extra vocabulary practice is through structured peer tutoring. In this approach, the teacher provides each student with a folder that has two pockets attached on the inside. The teacher prints “go” on one pocket, and “stop” on the other pocket. The teacher also provides students with index cards on which a vocabulary word is written on one side and its definition on the other. The students work in pairs in which they take turns being the tutor. The tutor shows each vocabulary word to his partner and asks the partner to restate the definition.
A
  • Preprinted Response Cards and Write-On Response Boards
  • Classwide Peer Tutoring
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53
Q

Practice Activities for New Words:

  • After teaching a vocabulary word, teachers need to find every opportunity to ask questions about the new word. They can ask questions immediately after students know the definition, they can ask questions before lunch, they can ask questions when the word surfaces in the story.
A
  • Never Too Many Questions
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54
Q

____________ have students make a connection between a new vocabulary word and a word that they already know and then describe why they made it.

A

Word Associations

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55
Q

__________This adaptation of a self-reflection activity in Bringing Words to Life provides review for descriptive words previously taught in class.

A

Thumbs Up–Thumbs Down

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56
Q

___________ where the teacher can assign different texts on the same topic so that the learner encounters the word in different contexts.

A

Narrow Reading

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57
Q

____________ Vocabulary words are listed at the top of the page unless they are also spelling words, and students fill in the blanks of a story with appropriate words.

A

Fill-In-the-Blank Stories

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58
Q

Each student needs a dictionary, pencil, and paper for this activity. Students are divided into three teams. If students are expected to know the spelling of the word, the teacher says the word; if students do not know the spelling, the teacher points to the word and asks students to read it.

A

Dictionary “Race-and-Rite”

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59
Q

______________The teacher keeps a list of vocabulary words that have been taught on a chart that is titled the “Good-bye List.” Each morning he writes between 5 and 10 vocabulary words on the board. When students enter the room, they know that they are supposed to write the word, a definition of the word, and a sentence showing correct usage of the word.

A

The Good-bye List

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60
Q

______________When students are asked to write a paragraph, story, or descriptive paper, the assignment should be structured so that they use targeted vocabulary words. If students have just read Cloudy with a Chance of Meatballs, ask them to write several sentences about what would happen if they were walking outside in the hail.

A

Vocabulary Words as Themes

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61
Q

____________The teacher prepares a worksheet using the table function of a word processing program. Vocabulary words are listed in the first column and students are asked to write synonyms and/or antonyms in the next column(s). The teacher needs to determine whether a dictionary or textbook is necessary for student success.

A

Grids

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62
Q

____________Once your students know basic word processing, they can use their computer lab time to make personal dictionaries using the vocabulary words you have taught them.

A

Word Journals

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63
Q

Design of Vocabulary Instruction:

______ Because of the content area demands for older students, the teacher should plan on directly teaching at least 4 words per week. Words taught during previous weeks should be repeatedly reviewed.

A
  • Frequency
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64
Q

Design of Vocabulary Instruction:

  • A variety of activities should actively involve students in writing, speaking, and associating each word with other words. Activities should be designed so that students use critical thinking skills in applying what they have learned about the meaning of the word.
A

Richness

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65
Q

Design of Vocabulary Instruction:

_________ The use of a Word Wizard chart or wall area helps students use active listening to hear new vocabulary words outside the classroom. Students earn points on the Word Wizard chart by bringing in evidence that they heard, saw, or used one of their assigned vocabulary words outside the classroom—in other classes, at home, in the mall, watching TV, in a book, or from any other source.

A

Extension of Words Beyond the Classroom

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66
Q

Design of Vocabulary Instruction:

presents additional challenges when teaching vocabulary to older learners.

A

Choice of Vocabulary

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67
Q

_________, have figurative meanings where the meaning is not literal, implying more than what is said on the surface. When Stephano says, “I crashed my car and am up a creek,” the ________up a creek means in trouble.

A
  • idioms
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68
Q

________ of or relating to thelanguage skills of listening and reading

A

Receptive

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69
Q

words you use

A

expressive

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70
Q

CBM

A

Curriculum-based measurement

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71
Q

Connect a known word to an unknown word

A

Synonyms

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72
Q

Ape, Apex

A

Key word, Vocab word

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73
Q

Break words apart to identify smaller words, prefixes, suffixes.

A

Morphemic analysis

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74
Q

is the active process of obtaining meaning from written text.

A

Reading comprehension

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75
Q

_____________as one gauge of text difficulty. Text readability formulae take into account factors such as sentence and word length as well as syntactic structure. For example, to calculate the projected grade level of a text, a teacher can use the Dale-Chall readability formula, which is based on an average sentence length and the number of unfamiliar words.

A

text readability

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76
Q

____________which defines text difficulty in terms of the number of words at a given curriculum level that students are unlikely to know.

A

critical word factor

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77
Q

The ________ of the text is the first organizational type of text structure.

A

genre

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78
Q

The two broadest organizational categories, ____________ (fiction) and ___________ expository text (nonfiction) can be broken down into subcategories.

A
  • narrative text
  • expository text
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79
Q

It is important to teach your students what structures are, how to recognize them in text, and how to use them to understand what they are reading. Narrative text, which has a _________, can be organized into meaningful parts.

A

plot

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80
Q

_________ including theme, setting, character, problem, attempts at resolution, resolution, and reactions.

A

story grammars

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81
Q

___________or the knowledge and skills that readers bring to the reading process, also strongly influence comprehension.

A

Prior knowledge,

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82
Q

Both listening and reading comprehension depend on children being able to hold information in ____________, also called short term memory, as they simultaneously process new information.

A

working memory

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83
Q

_____________the teacher increases her voice volume as she says the words that were difficult for the students. If a pause and punch doesn’t provide enough support, the teacher should move into a Together turn, saying the sentence together with students until they can say it independently

A

pause and punch,

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84
Q

Teachers show students what reading comprehension “looks like” through ______________ when they describe their own thought process in reading the text. This process enables students to “see” the teacher using a skill that could not otherwise be observed. Gradually teachers reduce support until students can independently vocalize their own think-alouds and are accustomed to actively thinking about what they are reading, whether for expository or narrative text.

A

think-alouds (My Turn)

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85
Q

are questions that students can find the information for directly in the text. The questions are often facts, vocabulary, dates, times, and locations explicitly stated in the text.

A

Literal questions

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86
Q

are questions for which the answers are not explicitly stated in the text. Thus, students use hints and clues in the text along with their own knowledge and experience to answer them.

A

Inferential questions

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87
Q

Inferential questions:

  • ____________which require readers to determine whether they agree with the author based on their own knowledge and experience, are one type of inferential question.
  • ______________are another type of question that require readers to infer as they gather multiple pieces of information throughout the text as a support for their “big” idea.

Bursuck, William D.; Damer, Mary. Teaching Reading to Students Who Are At Risk or Have Disabilities: A Multi-Tier, RTI Approach (Page 290). Pearson Education. Kindle Edition.

A
  • Evaluative questions
  • Synthesizing questions
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88
Q

____________ is one strategy that helps students who have difficulty answering inference questions (Raphael, 1986). Teachers introduce the QAR strategy by first explaining to students that there are four types of questions they usually answer about what they have read and then describing each one.

A

The question–answer relationship ( QAR)

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89
Q

The question–answer relationship ( QAR)

A
  1. “Right there” questions are literal questions in the text with the answer usually stated in one sentence.
  2. Although the answers for “Think and Search” questions are in the text, students have to take information from different sentences or pages to answer them. The second category of questions, called “In Your Head” questions, are inferential. In order to answer them, students are required to think about what they already know or find clues in the text.
  3. “Author and you” inferential questions require that students take their background knowledge and apply it to clues the author supplies in the text.
  4. “On my own” questions are based on students’ background knowledge related to the text and can be answered without even reading the selection.
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90
Q

questions are literal questions in the text with the answer usually stated in one sentence.

A
  1. “Right there”
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91
Q

questions are in the text, students have to take information from different sentences or pages to answer them. The second category of questions, called “In Your Head” questions, are inferential. In order to answer them, students are required to think about what they already know or find clues in the text.

A
  1. Although the answers for “Think and Search”
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92
Q

inferential questions require that students take their background knowledge and apply it to clues the author supplies in the text.

A
  1. “Author and you”
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93
Q

are based on students’ background knowledge related to the text and can be answered without even reading the selection.

A
  1. “On my own” questions
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94
Q

__________ which is the conscious awareness of their thought processes while reading. Because these students do not use ____________ skills, they are unable to plan, monitor, and select effective strategies when there is a problem with their comprehension.

A

metacognition,

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95
Q

___________ such as the semantic maps discussed in Chapter 6 are visual representations of information that depict the relationships between facts, terms, and ideas within a learning task. Other examples of __________ include tables, timelines, flowcharts, or diagrams used to record, organize, analyze, synthesize, and assess information and ideas.

A

Graphic organizers

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96
Q

___________ techniques used before reading to activate students’ prior knowledge, discuss critical knowledge and vocabulary needed to understand the text, and provide information on text structure and comprehension strategies useful in understanding the text.

A

frontloading

97
Q

__________in which the subject of the sentence is the recipient of the action rather than the actor, are always more difficult to understand. For example, the sentence The barking dog was chased by the yellow cat is less clear than The yellow cat chased the barking dog because in the second sentence, which uses the active voice, the main actor, the cat, clearly chased the barking dog.

A

passive voice,

98
Q

—the nouns to which pronouns refer. As was discussed earlier in this text, pronoun referents affect text cohesion, and the general rule of thumb is that the closer the pronoun is to its referent, the easier it is to understand.

A

pronoun referents

99
Q

a figure of speech in which a term or phrase isapplied to something to which it is not literallyapplicable in order to suggest a resemblance,

A

Metaphor

100
Q

In the __________, after the initial sentence, every specified (e.g., seventh, tenth) word is deleted. Students write in the correct word that is missing.

A

cloze assessment

101
Q

The ___________ is a multiple-choice variation on the cloze, but after the first sentence, every seventh word is replaced with a choice of three words inside parentheses. One of the supplied words is correct, one is the same part of speech (e.g., noun or verb), and the third does not make sense. Students circle the correct word as they silently read the test.

A

maze assessment

102
Q

The benchmark scores on a table like this one allow you to determine the level of support students may need in reading comprehension. For example, the table tells you that in the fall, students scoring 18 or more RC are at Benchmark; they are likely to achieve later important future reading outcomes and are not in need of support at this time. Students scoring 11RC or below are Well Below Benchmark and unlikely to achieve future goals without intensive support, which, in our RTI model, is Tier 3. Students scoring between 12 and 17 RC are Below Benchmark; while the future performance of these students is hard to predict, they are likely to benefit from extra help such as that provided in our Tier 2.

A
103
Q

DAZE:

21 is bolded for end of the year, that is the benchmark on where we want them to be.

A
104
Q

cloze

A

blanks only

105
Q

Maze

A

multiple choice for blanks

106
Q
A
107
Q

Comparison of narrative and exposition

A
108
Q

Dibles: kindergarten

A
109
Q

Dibles: First Grade

A
110
Q

Dibles: Second Grade

A
111
Q

Dibles: Third Grade

A
112
Q

Dibles: Fourth Grade

A
113
Q

Dibles: Fifth Grade

A
114
Q

Dibles: Sixth Grade

A
115
Q

Dibles: Key Words

A
116
Q

SRSD

A

Self regulated strategy development

117
Q

Self regulated strategy development

A

SRSD

118
Q

A set of practices teaching self regulation to strengthen writing

A

What is SRSD

119
Q

Which of the following mnemonics would be appropriate for narrative writing?

A

WWW = what = 2, how = 2

120
Q

When teaching the SRSD mnemonics, students are expected to

A

Memorize the mnemonic and be able to write it on their papers before drafting

121
Q

Which of the following is not an example of self regulation strategy utilized in SRSD?

A. Teacher praise

B. Self talk

C. Goalsetting

D. Graphic organizer planners

A

A. Teacher praise

122
Q

fleet, flock, glide, places, hoping, biking, making,prob · ably ad · ven · ture pre · scrip · tion ner · vous · ly hor · i · zon

A

regular words

123
Q

papayas, chief

A

exception words:

124
Q

Syllables that have one short vowel and end in a consonant. (VC, CVC, CCVC, CVCC).

A

Closed Syllable

125
Q

sat , past , trunk , hap pen, de mand ing

A

Closed Syllable

126
Q

Syllables that have one long vowel sound that is spelled with a single-vowel letter and occur at the end of the syllable (CV, V, CCV, CCCV).

A

Open Syllable

127
Q

no , spry, re peat, mi grate,

A

Open Syllable

128
Q

Syllables that have a vowel diagraph or diphthong, also known as vowel teams or clusters. These double vowels include vowel teams such as ai, ou, ew, ea. (CVVC, CCVVC, CVVCC).

A

Vowel Combination Syllables

129
Q

beat er, Mon day , look ing, sprain, boil

A

Vowel Combination Syllables

130
Q

Syllables that have a vowel combination such as ar, or, er, ir, or ur. The vowel is neither long nor short, but controlled by the r that follows it.

A

R-controlled Syllables

131
Q

first , bur den, gar bage, pri mer

A

R-controlled Syllables

132
Q

Syllables with a vowel followed by a consonant followed by a silent e. (VCe, CVCe, CCVCe).

A

Vowel-consonant-e Syllables

133
Q

cope , de plane, gradu ate, com pute

A

Vowel-consonant-e Syllables

134
Q

Syllables containing a consonant, followed by an l, followed by a silent e.

A

Consonant-le Syllables

135
Q

Cra dle , mud dle , dou ble

A

Consonant-le Syllables

136
Q

are one type of cluster formed when two or more adjacent letters make one distinct sound.

A

Letter combinations

137
Q

The ch in church, ar in mart, oi in boil, and ee in meet are all examples of _________

A

Letter combinations

138
Q

their presence in a word does not contribute to its meaning.

A

affixes

139
Q

two successive letters articulated as a single phoneme.

A

Digraphs

140
Q

include ch as in chop, th as in this, and oo as in book.

A

Examples of digraphs

141
Q

Another type of letter combination, are vowel blends in which the first sound seems to glide into the second sound.

A

diphthongs

142
Q

ou as in mouse and oi as in boil.

A

Examples of diphthongs

143
Q

VCe words

A

also called silent - e syllables

144
Q

Usually the first two-syllable words that students read are _________ such as hatbox in which two words combine to form one with a distinct meaning.

A

compound words

145
Q

suffixes such as - ed, -es, -ing, and - s that indicate tense, number, possession, or gender when added to the end of a base word.

A

Inflectional endings

146
Q

the smallest parts of words that have a distinctive meaning

A

morphemes

147
Q

un•believe•er ■ un, means not ■ believe, means to accept as real ■ er, means a person who does something

A

morphemes

148
Q

word that can stand by itself, it is called a?

A

base word

149
Q

When the foundational morpheme is not a complete word, such as struct in the word construction, it is called a?

A

root

150
Q

Morphemes that precede the root or base word are called?

A

prefixes

151
Q

morphemes that are added to the end of the root or base word are called?

A

suffixes

152
Q

The word reseat contains the morphemes re + seat. The prefix is_______? Seat is the ________. The prefix re- is also categorized as an affix.

A

re-base word

153
Q

The word seating contains the morphemes seat + ing. The suffix is _______?; again, seat is the base word. The suffix - ing is also categorized as an affix.

A
  • ing
154
Q

include chaos, stomach, and chief.

A

irregular words

155
Q

Some words are so irregular that it makes sense to introduce them in the same way that exception words were introduced in beginning reading.

A

Some words are so irregular that it makes sense to introduce them in the same way that exception words were introduced in beginning reading.

156
Q

Base Word Base Word: Past Sound

A

jump, land, filljumped, landed, filled/t/ , /d/ + syllable , /d/(ch.4 pg. 162)

157
Q

is a short way of saying and writing two words.”

A

contraction

158
Q

a. we’ll = we + will b. I’ll = I + will c. isn’t = is + not d. can’t = can + not

A

contractions

159
Q

a word part added to the beginning of a base word that changes its meaning.”)

A

prefix

160
Q

a word part added to the end of a base word that changes its meaning.”)

A

suffix

161
Q

a term for the awareness of one’s thought processes in thinking about how to spell advanced words

A

metacognitive skills

162
Q

is the ability to read text accurately, quickly, and with expression.

A

Reading fluency

163
Q

________ of words read correctly per minute is the score used in most instructional decision making; for progress monitoring, student performance on one passage at the student’s reading level is often used.

A

median score

164
Q

The ____________ and AIMSweb oral reading fluency instruments are based on measures originally developed by Deno (1985) . While all of these measures are helpful indicators of reading competence, competent reading is not the same as fast reading, or even fast, accurate reading. That is why assessments of oral reading fluency should always be used in combination with measures of reading expressiveness and comprehension.

A

DIBELS Next

165
Q

________ from his first score in September to the final benchmark score of 87 wcpm needed in May. This sloping ________ enabled her to determine when he was on track for meeting the year-end benchmark.

A

aim line

166
Q

Comparing a student’s rate of improvement with those of other students in the same grade and at the same level provides another indicator of how effective instruction is for a student.

A

The ROI

167
Q

This ability to read text orally using appropriate phrasing, intonation, and attention to punctuation is termed _______. ________ is often referred to as the “music” of speech.

A

prosody

168
Q

___________ approach. In this method, all students in the class read aloud from the same book, regardless of their reading levels. The teacher calls on individuals to read, following a predetermined order.

A

round-robin

169
Q

___________, a teaching approach designed to help learners build an effective system for reading a variety of increasingly challenging text over time

A

guided reading

170
Q

Ask the student to silently read a short passage that she can read with at least 97% accuracy before allowing her to read the passage into a tape recorder. Have her replay the tape so she can follow along with the text in order to listen to how her reading sounds.

A

Taped readings

171
Q

You are only one person, so you cannot schedule enough one-on-one fluency sessions to meet the needs of a classroom where many students are at risk. You can overcome this problem by carefully organizing

A

Partner Reading

172
Q

■ Pair students whose reading levels are in the top half of your class with students whose levels are in the bottom half and adjust according to personality issues. ■ Select reading material for this activity that the lower-performing student can read with at least 97% accuracy.

A

Partner Reading

173
Q

This variation of student speed drills works well with partners. Give each pair of students a timer that you have taught them how to use, a grid for marking times, and a page of independent-level reading. The timer starts when the student begins reading and stops when she reaches the end of the page.

A

Page Racers

174
Q

the teacher and student sit next to each other and alternate reading words from the same story that has already been read ( Engelmann, 2009 ). The teacher reads the first word, the student reads the next word, and so forth.

A

Duet or shared reading.

175
Q

Read one sentence of text aloud with appropriate intonation and phrasing. Ask the student to imitate this oral reading model. Continue this pattern of reading until the student can imitate more than one sentence at a time.

A

Echo Reading

176
Q

Give your students a short poem or song that they can read with at least 97% accuracy. Practice reading the text in unison until everyone is reading it together as a chorus. Later you can divide the students into groups and assign various parts of the passage to each. Invite the principal to your room and give a short demonstration.

A

Choral reading

177
Q

Buy some cheap clipboards at a dollar store and put one copy of the reading fluency chart in Table 5.6 on each clipboard. After giving everyone a copy of the last book they read accurately, a clipboard, and a pencil, demonstrate how a good reader uses expression and phrasing.

A

Think about your reading

178
Q

Write a sentence on the board or on student worksheets in chunks of text that match how one would read it aloud. Poems and song lyrics work well for this kind of activity. Model how you read the sentence, pausing at the end of lines, before having everyone read it in unison with you. Practice reading text like the following from Nonsense Books by Edward Lear with the students until you are all reading with one voice:

A

Reading in chunks

179
Q

Take a page of text that students can accurately read and draw scallops connecting phrases that logically are read as a unit. If doing this activity with one student, give him a copy of the page so he can follow the scallop pattern with his fingers as he reads. If

A

Scalloping the text.

180
Q

As long as students can read them accurately, plays work well for repeated readings with an emphasis on expression.

A

Readers’ Theater

181
Q

____________ involves reading text only once, either silently or orally.

A

wide reading

182
Q

_______________(WCCR) where both the teacher and class read a piece of text at the same time.

A

Whole Class Choral Reading

183
Q

Students whose first language is not English may need practice saying words with different pitches. When your class is reviewing vocabulary (see Chapter 6 ) , you can use the 1-minute activity portrayed in Figure 5.15 . On the board draw an upward-facing arrow alongside the numbers 1 through 5 written in a vertical column. column. Point to the bottom number (1) and model saying a word in a low pitch before having the student repeat. Point to the number 2 and repeat at a slightly higher pitch. Go all the way up the scale until you reach the number 5. Then reverse and move down pitch levels. Emphasis is on producing and hearing different levels of pitch and developing vocal muscles necessary to use in speech.

A

Up and Down the Scale

184
Q

Show students how to say a letter sound or word, take a breath and say it louder, take a breath and say it louder, and finally take a breath and yell it out. This activity works well for everyone when the class needs a 1-minute break to release energy.

A

Turn Up the Volume

185
Q

Have your students memorize a sentence or short poem before changing how they recite it. First ask them to change one thing about their oral presentation. For example: a. First read the poem slowly before reading it quickly. b. First read the poem quietly before reading it loudly. c. First read the poem in a high pitch before reading it in a low pitch. Once students can change one dynamic, have them change two. For example, ask them to read slowly and quietly before reading quickly and loudly. Try

A

Variety Is the Spice of Life

186
Q

________most commonly taught in spelling programs used in our project schools: 1. Because words don’t usually end in v, always add an e after a final v such as in dove.

  1. When words end in ack, eck, ick, ock, and uck, /k/ is spelled ck.
  2. When words end in /j/ as in adge, edge, idge, odge, and udge, /j/ is spelled dge.
  3. When words end in atch, etch, itch, otch, or utch, /ch/ is spelled tch.
  4. The floss rule: After a short vowel at the end of the word, a final f, s, or l is doubled.
  5. Final e Rule: When a word ends in e and you add a morphograph that begins with a vowel letter, drop the e.
  6. Doubling Rule: When a short word ends in CVC and the next morphograph begins with a vowel, double the final consonant.
  7. Plural Variation Rule: When a word ends in a “hissing” sound (/s/, /z/, /x/, /ch/, /sh/), add an -es to form the plural.
  8. Changing y to i rule: When a word ends in a consonant and y, to make the plural change the y to i before adding - es. Variation of rule : When a word ends in a consonant and y, change the y to i before adding - ed,- es,- er, or - est.
  9. Changing f rule: For words that end with the /f/ sound, change the letter f to ves when spelling the plural form. You can always hear the sound /v/ in the plural.
A

spelling rules

187
Q

Once students can read the CVC variant words, they are ready to read words that have long vowels, including words having the vowel-consonant-vowel pattern. While the approach to phonics instruction taken in this text has been to avoid teaching too many rules to children who are at risk, some rules are simple enough and work often enough to make their teaching worthwhile ( Johnston, 2001 ; Linan-Thompson & Vaughn, 2007 ). The VCV rule fits into this category. Students are taught the rule that if there is a vowel- consonant-vowel pattern, the first vowel says its name. Because this rule applies to multisyllable words as well, it is introduced from the beginning when students are learning easier VCe words.

A

Words with Rule-Based Sounds

188
Q

In this approach, called analogizing, students are typically taught a rime pattern and then taught to use that known word part to form new words. This instruction forces the student to chunk the beginning letter(s) of the word and rime. For example, Ms. Calhoun taught her students to read the rime /am/. She then had her students read by sight related words such as Sam, ham, and jam that they had decoded and read in previous lessons.

A

word families

189
Q

SAFER

A

Successful, Anxiety-Free, Engaged Reading

190
Q

NWF

A

Nonsense Word Fluency

191
Q

This is teacher directed, has an academic focus and involves high levels of student engagement. It has clearly sequenced and structured materials and clear goals. There is sufficient time allocated for instruction and there is extensive content coverage, monitoring of student performance, as well as, immediate, academically oriented feedback to students. It is structured, but not authoritarian, teacher-student interactions.

A

direct instruction

192
Q

What is the clear, direct teaching of reading skills and strategies called? It includes:-clear instructional outcomes-clear purpose for learning-clear and understandable directions and explanations-adequate modeling/demonstration, guided practice, and independent practice as part of teaching process-clear, consistent corrective feedback on student success and errors

A

explicit instruction

193
Q

What is teaching that clearly identifies a carefully selected and useful set of skills and then organizes those skills into a logical sequence of instruction?It includes:-planned, logical progression of knowledge and skills-clearly defined objectives-planned distribution of practice-Planned work on new examples to foster application and/or generalization

A

systematic instruction

194
Q
A

critical areas of reading content and what they mean

195
Q
A

stages of reading instruction and what occurs in each

196
Q

?

A

Where would you find these materials? (Link to Week 3 review of WWC)With whom would you implement them?

197
Q

Examples of INSTRUCTIONAL ENHANCEMENTS include

A

-advance organizers-unison responses through the use of effective signals-perky pace-efficient use of teacher talk-increased practice-support for new learning using a “My Turn-Together-Your Turn” format-systematic error correction-cumulative review-teaching to success-motivational strategies

198
Q

?

1

A

Chapter 2 – Phonemic Awareness)Letter sounds

199
Q

Letter sounds that have a vibration are called______. Example: /b/

A

voiced sound

200
Q

Letter sounds that have an air block during formation are called (hint: end in short ‘i’)

A

stop sounds

201
Q

First sound (what is the first sound in…), onset-rime (taking apart), and individual sound (say the sounds) are all examples of _________.

A

segmenting

202
Q

?

A

Strategies for Tier 1, 2, & 3 instruction

203
Q

?

A

Strategies for EL

204
Q

What are the 5 phases in Ehri’s Five-Phase Model?

A

Phase 1: Pre-alphabetic phasePhase 2: Partial-alphabetic phasePhase 3: Full-alphabetic phasePhase 4: Consolidated-alphabetic phasePhase 5: Automatic phase

205
Q

What is a letter or a number of letters that represent sounds in our speech (written letters)?

A

Graphemes

206
Q

What are the smallest unit of sounds? Example: /k/ as in cat and kit.(also referred to as the 41-44 sounds of spoken language)Conventionally represented by / / marks

A

Phonemes

207
Q

What is a word in which all the letters represent their most common sounds? It is a word that can be decoded. Example: ‘cup’

A

Regular Words

208
Q

What are words that cannot be conventionally sounded out and so must be learned as whole words? An example would be: ‘from’

A

Irregular/Exception Words

209
Q

What is the most effective, time focused, teacher instructed method of instruction?

A

direct instruction

210
Q

Letters that DO NOT cause a vibration are called __________. (example: /p/)

A

unvoiced sounds

211
Q

Letter sounds that DO NOT have an air block during formation are called__________.

A

continuous sounds

212
Q

Onset-rime (/k/-/at/ = what word?) and individual sounds (/k/-/a/-/t/=what word?) are examples of ___________.

A

blending

213
Q

In this phase words are recognized simply by what they look like. Recognition and Memorization

A

Pre-alphabetic Phase (phase 1)

214
Q

In this phase students start to develop alphabetic principle sounds

A

Partial-alphabetic phase (phase 2)

215
Q

In this phase students have learned most of the letter-sound combinations

A

Full-alphabetic phase (phase 3)

216
Q

In this phase students are recognizing chunks of language

A

Consolidated-alphabetic phase (phase 4)

217
Q

What is the process of using letter sound correspondence to recognize words?

A

decoding

218
Q

What is the ability to hear and manipulate the smallest units of sound in spoken language?

A

Phonemic Awareness

219
Q

What is the teaching strategy used to teach the relationship between written letters (graphemes) and the speech sounds (phonemes)?

A

Phonics

220
Q

What is the ability to read text accurately, quickly, and with expression?

A

Fluency

221
Q

What involves understanding the meaning of words when people speak?

A

receptive vocabulary

222
Q

What involves using words in speaking so that other people understand you?

A

expressive vocabulary

223
Q

This is the ultimate goal of reading instruction. It involves students understanding what they read.

A

Comprehension

224
Q

Define the three tiers of RTI for reading

A

Tier 1: general classroom setting (least intensive)Tier 2: additional small group supportTier 3: more intensive alternative reading program

225
Q

This tier should serve 80% of the students

A

Tier 1

226
Q

These are used to tell the students: -what they are learning-why they are learning it-what the behavioral expectations are during the lesson(These should include a graphic depiction along with a brief verbal description. Example ‘segmenting lesson’-“Let’s pull some words apart!” [include picture of hands stretching a cord]

A

Advance Organizers

227
Q

This instructional enhancement helps keep students actively engaged and gives them the exposures to sounds, words, vocabulary, etc. that they need. This also allows for careful monitoring of these skills

A

Unison Responding

228
Q

This instructional enhancement helps a teacher get all students to answer together, speaking in one voice as if in a choir. If students answer too early or too late, reading instruction may not be as effective. Examples might include: a “signal” such as a hand drop or “think time”

A

Effective Signals

229
Q

Refers to the clarity in which a teacher presents information to students at risk. (i.e. concise statements, using language students understand)

A

Teacher Talk

230
Q

Teachers can increase student attention and learning by employing this. (example: animated teaching style, exaggerated effect, enthusiastic voice tones, and dramatic gestures)

A

Perky Pace

231
Q

This is an effective way to scaffold new learning when used in explicit instruction. In the first part the teacher demonstrates how to do the skill so students know how to do it. In the second part the teacher practices with the students until they are able to do it without him (this equals higher success and less frustration. Students are also prevented from practicing the error) In the last part the teacher monitors students as they do the skill independently. The teacher can step in at any point and correct errors in the stage too.

A

My Turn-Together-Your Turn Format

232
Q

What is the method of selecting teaching examples where the teacher adds previously learned material to examples of newly earned material? (This also helps increase student retention and helps the student discriminate between new and old learning)

A

Cumulative Review

233
Q

In this instructional enhancement the teacher corrects the students immediately after they make the error by modeling the correct answer/skill, guiding the students to correct the error as needed, and then re-asking the same question to the students so they have the opportunity to independently answer the question correctly. The teacher provides more practice later in the lesson by asking the same question again. If the students answers correctly, then teacher can move on.

A

Systematic Error Correction

234
Q

What do we call the process when teachers need to spend more time on teaching a skill and not moving on to a new skill until students have clearly learned the new one being taught?

A

Teaching to Success

235
Q

This is used when students are at risk and enter school with a limited repertoire of appropriate social and academic behaviors. It helps to maintain a positive classroom atmosphere and to strengthen key academic and social behaviors that students who are at risk often lack.. (example: teachers make 3-4 positive comments about students work or behavior to every one criticism or correction.)

A

Student Motivational System

236
Q

Spelling instruction:

A
237
Q

SRSD color-coded: types of sentences

A
238
Q

Teaching students to revise papers

A

Lit Instruction (1 decks)

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