Exam 1, 2, & Ch. 6 & 7, & SRSD Flashcards
(238 cards)
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
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
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
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
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
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
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
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
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
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
11
Q
The following letter sound is on voiced and continuous period A. /d/ B. /k/ C. /f/ D. /m/
A
C. /f/
12
Q
The letter sound /õ/ is found in which word? A. rope B. dot C. no D. yoga
A
B. dot
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
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
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
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
17
Q
The chart displays?
A. Graphemes
B. Phonemes
C. Both
D. Neither
A
A. Graphemes
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
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
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
21
Q
Write one word that represents each of the following CVC-varying word patterns.
CCVC =
CCVCC =
A
CCVC = Swim
CCVCC = Thick
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
23
Q
What are the three steps to an effective signal?
A
???
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?
???
25
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?
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?
26
27
(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
28
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
I would implement progress monitoring
29
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?
every other or once a month
30
(27:30)
Taped reading would work but you want to implement appropriatley.
31
32
How many syllables are in the word fantastic?
Fan - tas - tic
33
What type of syllables are in the word fantastic?
A. Closed
B. Open
C. Vowel combination
D. R-controlled
A. Closed
34
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
D. Is a prefix that means before
35
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. One-syllable words containing letter combinations
36
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.
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.
37
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
D. Review past spelling words
38
Which of the following is not part of reading fluency?
A. accuracy
B. Speed
C. Vocabulary
D. Expression
C. Vocabulary
39
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
B. Passage is timed for one minute
40
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
B. All students to follow along with their fingers
41
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
D. Assess the whole class to determine the reading levels before starting
42
Readers theater would primarily help a student struggling with which aspect of reading fluency?
A. accuracy
B. Speed
C. Vocabulary
D. Expression
D. Expression
43
(33:27) Jason's current reading fluency score is 40. What would Jason's goal be for repeated reading?
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
44
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.
Matthew Effect
45
a test requiring students to actively write or say the word or definition is measuring \_\_\_\_\_\_\_\_\_\_\_\_\_
expressive vocabulary
46
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_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.
receptive vocabulary
47
draw too general a conclusion
overgeneralize
48
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.
nonexamples
49
Guidelines for Developing Vocabulary Questions
- 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
50
\_\_\_\_\_\_\_\_\_\_\_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.
Semantic maps
51
\_\_\_\_\_\_\_\_\_\_\_\_\_\_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.
The keyword method
52
Practice Activities for New Words:
## Footnote
- 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.
- Preprinted Response Cards and Write-On Response Boards
- Classwide Peer Tutoring
53
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.
- Never Too Many Questions
54
\_\_\_\_\_\_\_\_\_\_\_\_ have students make a connection between a new vocabulary word and a word that they already know and then describe why they made it.
Word Associations
55
\_\_\_\_\_\_\_\_\_\_This adaptation of a self-reflection activity in Bringing Words to Life provides review for descriptive words previously taught in class.
Thumbs Up–Thumbs Down
56
\_\_\_\_\_\_\_\_\_\_\_ where the teacher can assign different texts on the same topic so that the learner encounters the word in different contexts.
Narrow Reading
57
\_\_\_\_\_\_\_\_\_\_\_\_ 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.
Fill-In-the-Blank Stories
58
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.
Dictionary “Race-and-Rite”
59
\_\_\_\_\_\_\_\_\_\_\_\_\_\_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.
The Good-bye List
60
\_\_\_\_\_\_\_\_\_\_\_\_\_\_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.
Vocabulary Words as Themes
61
\_\_\_\_\_\_\_\_\_\_\_\_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.
Grids
62
\_\_\_\_\_\_\_\_\_\_\_\_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.
Word Journals
63
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.
- Frequency
64
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.
## Footnote
Richness
65
Design of Vocabulary Instruction:
## Footnote
\_\_\_\_\_\_\_\_\_ 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.
Extension of Words Beyond the Classroom
66
Design of Vocabulary Instruction:
## Footnote
presents additional challenges when teaching vocabulary to older learners.
Choice of Vocabulary
67
\_\_\_\_\_\_\_\_\_, 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.
- idioms
68
\_\_\_\_\_\_\_\_ of or relating to thelanguage skills of listening and reading
Receptive
69
words you use
expressive
70
CBM
Curriculum-based measurement
71
Connect a known word to an unknown word
Synonyms
72
Ape, Apex
Key word, Vocab word
73
Break words apart to identify smaller words, prefixes, suffixes.
Morphemic analysis
74
is the active process of obtaining meaning from written text.
Reading comprehension
75
\_\_\_\_\_\_\_\_\_\_\_\_\_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.
text readability
76
\_\_\_\_\_\_\_\_\_\_\_\_which defines text difficulty in terms of the number of words at a given curriculum level that students are unlikely to know.
critical word factor
77
The ________ of the text is the first organizational type of text structure.
genre
78
The two broadest organizational categories, ____________ (fiction) and ___________ expository text (nonfiction) can be broken down into subcategories.
- narrative text
- expository text
79
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.
plot
80
\_\_\_\_\_\_\_\_\_ including theme, setting, character, problem, attempts at resolution, resolution, and reactions.
story grammars
81
\_\_\_\_\_\_\_\_\_\_\_or the knowledge and skills that readers bring to the reading process, also strongly influence comprehension.
Prior knowledge,
82
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.
working memory
83
\_\_\_\_\_\_\_\_\_\_\_\_\_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
pause and punch,
84
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.
think-alouds (My Turn)
85
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.
Literal questions
86
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.
Inferential questions
87
Inferential questions:
## Footnote
- \_\_\_\_\_\_\_\_\_\_\_\_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.
- Evaluative questions
- Synthesizing questions
88
\_\_\_\_\_\_\_\_\_\_\_\_ 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.
The question–answer relationship ( QAR)
89
The question–answer relationship ( QAR)
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.
1. “Author and you” inferential questions require that students take their background knowledge and apply it to clues the author supplies in the text.
2. “On my own” questions are based on students’ background knowledge related to the text and can be answered without even reading the selection.
90
questions are literal questions in the text with the answer usually stated in one sentence.
1. “Right there”
91
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.
2. Although the answers for “Think and Search”
92
inferential questions require that students take their background knowledge and apply it to clues the author supplies in the text.
1. “Author and you”
93
are based on students’ background knowledge related to the text and can be answered without even reading the selection.
2. “On my own” questions
94
\_\_\_\_\_\_\_\_\_\_ 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.
metacognition,
95
\_\_\_\_\_\_\_\_\_\_\_ 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.
Graphic organizers
96
\_\_\_\_\_\_\_\_\_\_\_ 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.
frontloading
97
\_\_\_\_\_\_\_\_\_\_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.
passive voice,
98
—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.
pronoun referents
99
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,
Metaphor
100
In the \_\_\_\_\_\_\_\_\_\_, after the initial sentence, every specified (e.g., seventh, tenth) word is deleted. Students write in the correct word that is missing.
cloze assessment
101
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.
maze assessment
102
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.
103
DAZE:
21 is bolded for end of the year, that is the benchmark on where we want them to be.
104
cloze
blanks only
105
Maze
multiple choice for blanks
106
107
Comparison of narrative and exposition
108
Dibles: kindergarten
109
Dibles: First Grade
110
Dibles: Second Grade
111
Dibles: Third Grade
112
Dibles: Fourth Grade
113
Dibles: Fifth Grade
114
Dibles: Sixth Grade
115
Dibles: Key Words
116
SRSD
Self regulated strategy development
117
Self regulated strategy development
SRSD
118
A set of practices teaching self regulation to strengthen writing
What is SRSD
119
Which of the following mnemonics would be appropriate for narrative writing?
WWW = what = 2, how = 2
120
When teaching the SRSD mnemonics, students are expected to
Memorize the mnemonic and be able to write it on their papers before drafting
121
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. Teacher praise
122
fleet, flock, glide, places, hoping, biking, making,prob · ably ad · ven · ture pre · scrip · tion ner · vous · ly hor · i · zon
regular words
123
papayas, chief
exception words:
124
Syllables that have one short vowel and end in a consonant. (VC, CVC, CCVC, CVCC).
Closed Syllable
125
sat , past , trunk , hap pen, de mand ing
Closed Syllable
126
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).
Open Syllable
127
no , spry, re peat, mi grate,
Open Syllable
128
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).
Vowel Combination Syllables
129
beat er, Mon day , look ing, sprain, boil
Vowel Combination Syllables
130
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.
R-controlled Syllables
131
first , bur den, gar bage, pri mer
R-controlled Syllables
132
Syllables with a vowel followed by a consonant followed by a silent e. (VCe, CVCe, CCVCe).
Vowel-consonant-e Syllables
133
cope , de plane, gradu ate, com pute
Vowel-consonant-e Syllables
134
Syllables containing a consonant, followed by an l, followed by a silent e.
Consonant-le Syllables
135
Cra dle , mud dle , dou ble
Consonant-le Syllables
136
are one type of cluster formed when two or more adjacent letters make one distinct sound.
Letter combinations
137
The ch in church, ar in mart, oi in boil, and ee in meet are all examples of \_\_\_\_\_\_\_\_\_
Letter combinations
138
their presence in a word does not contribute to its meaning.
affixes
139
two successive letters articulated as a single phoneme.
Digraphs
140
include ch as in chop, th as in this, and oo as in book.
Examples of digraphs
141
Another type of letter combination, are vowel blends in which the first sound seems to glide into the second sound.
diphthongs
142
ou as in mouse and oi as in boil.
Examples of diphthongs
143
VCe words
also called silent - e syllables
144
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.
compound words
145
suffixes such as - ed, -es, -ing, and - s that indicate tense, number, possession, or gender when added to the end of a base word.
Inflectional endings
146
the smallest parts of words that have a distinctive meaning
morphemes
147
un•believe•er ■ un, means not ■ believe, means to accept as real ■ er, means a person who does something
morphemes
148
word that can stand by itself, it is called a?
base word
149
When the foundational morpheme is not a complete word, such as struct in the word construction, it is called a?
root
150
Morphemes that precede the root or base word are called?
prefixes
151
morphemes that are added to the end of the root or base word are called?
suffixes
152
The word reseat contains the morphemes re + seat. The prefix is\_\_\_\_\_\_\_? Seat is the \_\_\_\_\_\_\_\_. The prefix re- is also categorized as an affix.
re-base word
153
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.
- ing
154
include chaos, stomach, and chief.
irregular words
155
Some words are so irregular that it makes sense to introduce them in the same way that exception words were introduced in beginning reading.
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
Base Word Base Word: Past Sound
jump, land, filljumped, landed, filled/t/ , /d/ + syllable , /d/(ch.4 pg. 162)
157
is a short way of saying and writing two words."
contraction
158
a. we’ll = we + will b. I’ll = I + will c. isn’t = is + not d. can’t = can + not
contractions
159
a word part added to the beginning of a base word that changes its meaning.")
prefix
160
a word part added to the end of a base word that changes its meaning.")
suffix
161
a term for the awareness of one’s thought processes in thinking about how to spell advanced words
metacognitive skills
162
is the ability to read text accurately, quickly, and with expression.
Reading fluency
163
\_\_\_\_\_\_\_\_ 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.
median score
164
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.
DIBELS Next
165
\_\_\_\_\_\_\_\_ 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.
aim line
166
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.
The ROI
167
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.
prosody
168
\_\_\_\_\_\_\_\_\_\_\_ 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.
round-robin
169
\_\_\_\_\_\_\_\_\_\_\_, a teaching approach designed to help learners build an effective system for reading a variety of increasingly challenging text over time
guided reading
170
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.
Taped readings
171
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
Partner Reading
172
■ 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.
Partner Reading
173
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.
Page Racers
174
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.
Duet or shared reading.
175
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.
Echo Reading
176
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.
Choral reading
177
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.
Think about your reading
178
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:
Reading in chunks
179
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
Scalloping the text.
180
As long as students can read them accurately, plays work well for repeated readings with an emphasis on expression.
Readers’ Theater
181
\_\_\_\_\_\_\_\_\_\_\_\_ involves reading text only once, either silently or orally.
wide reading
182
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(WCCR) where both the teacher and class read a piece of text at the same time.
Whole Class Choral Reading
183
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.
Up and Down the Scale
184
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.
Turn Up the Volume
185
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
Variety Is the Spice of Life
186
\_\_\_\_\_\_\_\_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.
2. When words end in ack, eck, ick, ock, and uck, /k/ is spelled ck.
3. When words end in /j/ as in adge, edge, idge, odge, and udge, /j/ is spelled dge.
4. When words end in atch, etch, itch, otch, or utch, /ch/ is spelled tch.
5. The floss rule: After a short vowel at the end of the word, a final f, s, or l is doubled.
6. Final e Rule: When a word ends in e and you add a morphograph that begins with a vowel letter, drop the e.
7. Doubling Rule: When a short word ends in CVC and the next morphograph begins with a vowel, double the final consonant.
8. Plural Variation Rule: When a word ends in a "hissing" sound (/s/, /z/, /x/, /ch/, /sh/), add an -es to form the plural.
9. 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.
10. 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.
spelling rules
187
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.
Words with Rule-Based Sounds
188
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.
word families
189
SAFER
Successful, Anxiety-Free, Engaged Reading
190
NWF
Nonsense Word Fluency
191
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.
direct instruction
192
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
explicit instruction
193
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
systematic instruction
194
critical areas of reading content and what they mean
195
stages of reading instruction and what occurs in each
196
?
Where would you find these materials? (Link to Week 3 review of WWC)With whom would you implement them?
197
Examples of INSTRUCTIONAL ENHANCEMENTS include
-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
?
1
Chapter 2 – Phonemic Awareness)Letter sounds
199
Letter sounds that have a vibration are called\_\_\_\_\_\_. Example: /b/
voiced sound
200
Letter sounds that have an air block during formation are called (hint: end in short 'i')
stop sounds
201
First sound (what is the first sound in...), onset-rime (taking apart), and individual sound (say the sounds) are all examples of \_\_\_\_\_\_\_\_\_.
segmenting
202
?
Strategies for Tier 1, 2, & 3 instruction
203
?
Strategies for EL
204
What are the 5 phases in Ehri's Five-Phase Model?
Phase 1: Pre-alphabetic phasePhase 2: Partial-alphabetic phasePhase 3: Full-alphabetic phasePhase 4: Consolidated-alphabetic phasePhase 5: Automatic phase
205
What is a letter or a number of letters that represent sounds in our speech (written letters)?
Graphemes
206
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
Phonemes
207
What is a word in which all the letters represent their most common sounds? It is a word that can be decoded. Example: 'cup'
Regular Words
208
What are words that cannot be conventionally sounded out and so must be learned as whole words? An example would be: 'from'
Irregular/Exception Words
209
What is the most effective, time focused, teacher instructed method of instruction?
direct instruction
210
Letters that DO NOT cause a vibration are called \_\_\_\_\_\_\_\_\_\_. (example: /p/)
unvoiced sounds
211
Letter sounds that DO NOT have an air block during formation are called\_\_\_\_\_\_\_\_\_\_.
continuous sounds
212
Onset-rime (/k/-/at/ = what word?) and individual sounds (/k/-/a/-/t/=what word?) are examples of \_\_\_\_\_\_\_\_\_\_\_.
blending
213
In this phase words are recognized simply by what they look like. Recognition and Memorization
Pre-alphabetic Phase (phase 1)
214
In this phase students start to develop alphabetic principle sounds
Partial-alphabetic phase (phase 2)
215
In this phase students have learned most of the letter-sound combinations
Full-alphabetic phase (phase 3)
216
In this phase students are recognizing chunks of language
Consolidated-alphabetic phase (phase 4)
217
What is the process of using letter sound correspondence to recognize words?
decoding
218
What is the ability to hear and manipulate the smallest units of sound in spoken language?
Phonemic Awareness
219
What is the teaching strategy used to teach the relationship between written letters (graphemes) and the speech sounds (phonemes)?
Phonics
220
What is the ability to read text accurately, quickly, and with expression?
Fluency
221
What involves understanding the meaning of words when people speak?
receptive vocabulary
222
What involves using words in speaking so that other people understand you?
expressive vocabulary
223
This is the ultimate goal of reading instruction. It involves students understanding what they read.
Comprehension
224
Define the three tiers of RTI for reading
Tier 1: general classroom setting (least intensive)Tier 2: additional small group supportTier 3: more intensive alternative reading program
225
This tier should serve 80% of the students
Tier 1
226
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]
Advance Organizers
227
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
Unison Responding
228
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"
Effective Signals
229
Refers to the clarity in which a teacher presents information to students at risk. (i.e. concise statements, using language students understand)
Teacher Talk
230
Teachers can increase student attention and learning by employing this. (example: animated teaching style, exaggerated effect, enthusiastic voice tones, and dramatic gestures)
Perky Pace
231
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.
My Turn-Together-Your Turn Format
232
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)
Cumulative Review
233
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.
Systematic Error Correction
234
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?
Teaching to Success
235
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.)
Student Motivational System
236
Spelling instruction:
237
SRSD color-coded: types of sentences
238
Teaching students to revise papers
