Domains

Question 1

Determine Reading Level

Assess students reading performance as they read from benchmark book.

Answer 1

Running record

Question 2

Determines Reading Level

Identifies cueing system used by the reader.
Focuses on what the student is doing right to build on existing strategies and improve the reader as a whole.

Answer 2

Miscue Analysis

Question 3

Phoenmic Awareness

Segments words into individual sounds and phonemes.

SH | EE | P

Answer 3

Elkonin boxes

Question 4

Determines Reading Level

Determines what level of instruction to begin at. Usually uses materials read/to be read in class. Informal diagnostic reading test.

4 levels: 
Independent 
Instructional 
Frustration
Hearing capacity

Answer 4

IRI: Informal Reading Assessment

Question 5

Phonemic Awareness in lower elementary

pl + ate

Answer 5

Blending

Question 6

Phonemic Awareness in lower elementary
Rhyming, poems, songs, books, etc
Teaches phonemic awareness

Answer 6

Rhyming

Question 7

Phonics

Teaches words from WHOLE to SMALLEST.

Answer 7

Implicit

Question 8

Phonics

Teaches words from SMALLEST to WHOLE

Is statistically more successful. Form of decoding

letters + sounds + blending + syllables + words

Answer 8

Explicit

Question 9

Concepts About Print

Answer 9

Needs to be modeled and reviewed
Lower elementary 
EL learners
Read alouds
Small group book work
Shared reading!

Question 10

Reading Comprehension

lower elementary
reading - sort beginning, middle, and end of story

Answer 10

Sequencing

Question 11

Reading Comprehension

lower elementary
Story Retelling

Answer 11

Always ask open ended questions

Make predictions

Question 12

Reading Comprehension

lower & upper
Graphic organizers

Answer 12

Visualization
Construct meaning
Asses understanding & observe thinking process

Question 13

Reading Comprehension AND Fluency

lower & upper
Move beyond word-by-word reading.
Divides text into chunks at clauses, phrases, and sentences.

Answer 13

Chunking

Question 14

Reading Comprehension

upper elementary
Students are the teacher in small group reading sessions.
Teacher MODELS and then guides with 4 strategies:
-Summarizing
-Question Generating
-Clarifying
-Predicting

Answer 14

Reciprocal Teaching

Question 15

Sight Words

Teacher reads aloud, modeling correct prosody, rate, accuracy. (e.g., students don’t learn from bad readers and need it MODELED for them)
Students participate in reading process

Answer 15

Shared Reading

Question 16

Sight Words

Uses child’s own words to learn to read.
Turn experiences into learning opportunity.

Answer 16

LEA: Learning Experience Approach

Question 17

Content Area Instruction

lower elementary

Activates prior knowledge (APR) to prepare for new content.
Predicts and informs what will be learned

Answer 17

KWL Chart: Know, Want to Know, Learned

Question 18

Content Area Instruction

upper elementary

Survey, Question, Read, Recite, Review
More advanced KWL
encourages concepts about print, overview, prediction, etc

Answer 18

SQ3R
Survey
Question
Read
Recite
Review

Question 19

Literacy Response

lower elementary

Model prosody, rate, fluency, etc through shared reading.
Ask open ended questions
Discuss and lead
Make predictions together
Model/thinking aloud = thinking processes

Answer 19

Read Alouds

Question 20

Literacy Response

lower elementary

Oral conversational skills
Exchange ideas and perspectives
Student-led
Authentic, lively talk about text

Answer 20

Grand conversations

Question 21

Literacy Response

upper and lower

Both a reading and speaking activity
Practice questioning, evaluating, summarizing, and clarifying information while modeling for others how to think in these ways.

Answer 21

Investigative Questioning

Question 22

Literacy Response

upper and lower

EL friendly
Small groups
Reader-response-centered with grand conversation
Hones oral language and conversational skills/investigative questioning
Guided by student questioning (flexible and never the same)

Answer 22

Literature Circles

Question 23

Literacy Response

upper elementary

Journal entries written from character’s perspective
Hits POV standards and character development
Investigative questioning & predictive thought processing
Assessment of student understanding

Answer 23

Simulated Journals

Question 24

Fluency

EL friendly
Learn vocabulary prior to reading
Identify the words, define the meaning, THEN place them in text

Answer 24

Pre-teach Vocabulary

Question 25

Fluency Increases reading fluency and comprehension Works to combat word-by-word reading through familiarity Gain confidence through practice Very effective

Answer 25

Repeated Reading

Question 26

Vocabulary lower elementary Alphabetization, by prefix/etc Visually represent words by category and makeup Spelling - cutting out words and putting them in orders based on beginning, prefix, suffix, etc.

Answer 26

Word Sorts

Question 27

Vocabulary lower and upper Use of graphic organizers Visually arrange Can be used for word formation as well as sentence structuring and paragraph structuring to better lay out, visualize, and compose appropriate responses

Answer 27

Semantic Mapping (graphic organizers)

Question 28

Vocabulary upper elementary EL friendly Small group work Read a text selection and then each student chooses words they can't define to discuss and work together to find a meaning to

Answer 28

Vocabulary Self-Selection (VSS)

Question 29

WR: 97-100%, C: 90-100%

Answer 29

Independent Level

Question 30

WR: 92-96%, C: 70-85%

Answer 30

Instructional Level

Question 31

WR: 92% and below, C: 70% and below

Answer 31

Frustration Level

Question 32

Spelling Stage: Students produce scribbles. No scribbles look like words. Undecipherable. At the end of this stage, some markings begin to resemble letters. Begin to recognize left to right sequence in letters. Ages 1-7

Answer 32

Precommunicative

Question 33

Spelling Stage: Students understand letters represent sounds. Students find matches between spoken word and letters. Find matches between letters and sounds. Ages 4-9

Answer 33

Semiphonetic

Question 34

Spelling Stage: Can sight-read 200-400 words. Show good accuracy with words influenced by R such as "far" and "bird." Recognize common Latin suffixes such as "inspection." Ages 6-12

Answer 34

Phonetic

Question 35

Spelling Stage: Students use short and long vowel patterns and can use consonant doubling as found in "shopping" and "cattle." Can use the double and e drop as found in "stopping" and "amazing." Ages 8-18

Answer 35

Transitional

Question 36

Can be used for ELL and lower elementary readers Uses street signs, logos, labels, candy wrappers, etc. Domain 2: developing phonological and linguistic processes

Answer 36

environmental print

Question 37

Planning/Organizing Reading Instruction is Domain #___

Answer 37

1

Question 38

Developing Phonological and Linguistic Process is Domain #___

Answer 38

2

Question 39

Developing Reading Comprehension and Promoting Independent Reading is Domain #___

Answer 39

3

Question 40

Supporting Reading Through Oral and Written Language is Domain #___

Answer 40

4

Question 41

Student writes a story and answers questions from the class based on story

Answer 41

Author's Chair

Question 42

In this lesson, students develop scripts, perform in groups, and practice using their voice to depict characters from texts.

Answer 42

Reader's Theater

Question 43

Daily entries in journal based on stories being read in the class. Can be used for shared reading, as well as SSR.

Answer 43

Learning Logs

Question 44

Short prompts given to students based on enjoyable subjects that students are familiar and often enthusiastic about. Can be used to assess student writing level, as well as to hone writing skills and assess progress.

Answer 44

Quick writes

Question 45

Modeled, shared reading when the teacher guides the reading of the text, but periodically pauses for students to fill in words. Good for all learners, including beneficial for EL learners.

Answer 45

Drop-in reading/cloze reading

Question 46

Reading Stage: | Gains control of oral language, relies heavily on pictures in text, pretends to read, recognizes rhyme

Answer 46

Emergent Readers

Question 47

Reading Stage: Grows aware of sound/symbol relationships, focuses on printed symbols, attempts to break code of print, uses decoding to figure out words

Answer 47

Decoding Readers

Question 48

Reading Stage: | Develops fluency in reading, recognizes patterns in words, checks for meaning and sense, knows a stock of sight words

Answer 48

Confirmation & Fluency Readers