Teach Reading Praxis 5205 Flashcards by Katlin Harvey

____________ __________ is an overarching skill that includes identifying and manipulating units of oral language, including parts of words, syllables, onsets, and rimes.

Phonological Awareness

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Children who have ___________ ____________ are able to:

-Identify and make oral rhymes
-Clap the number of syllables in a word
-Recognize words with the same initial sounds like monkey and mother
-Recognize the sound of spoken language
-Blend sounds together (bl, tr, sk) and
-Divide and manipulate words

Phonological awareness

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_____________ _________ includes 2 very important sub skills: phonemic awareness and phonics

Phonological Awareness

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____________ ____________ is understanding the individual sounds (or phonemes) in words. For example, students who have phonemic awareness can separate the sounds in the word cat into three distinct phonemes: /k/, /æ/, and /t/

Phonemic Awareness

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_________ is understanding the relationship between sounds and the spelling patterns (graphemes) representing those sounds. For example, when a student sees the letter c is followed by an e, i, or y, the students knows the c makes an /s/ sound, as in the words cycle, circle, and receive

Phonics

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______________ and ____________ __________ is critical in reading development because these skills help students develop the foundational skills needed for word recognition, spelling, syllabication, fluency, and reading comprehension.

Phonological and phonemic awareness

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Why is it important for teachers to focus ons students’ phonological awareness during emergent reading development?

A. Memorizing sight words is necessary to read quickly and efficiently.
B. Spelling correctly leads to success in other subjects like social students and science.
C. Understanding how the smallest unit in words function is necessary for spelling and reading development.
D. Being able to read fluently allows students to achieve on standardized reading exams.

C
Phonological awareness is essential in developing spelling and word recognition. The foundational skills in phonological awareness are necessary for students to acquire the phonics skills (spelling) necessary for reading.

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____________ ________ includes skills. that encompass using sounds in words. When you think __________ _______, think sounds only. For example, if students are recognizing individual sounds in words or blending sounds in words without having to see the word, its __________ __________.

Phonemic awareness

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___________ is understanding letter-sound correspondences or phoneme-grapheme correspondence. Students must see the letters or words to engage in phonics. For example, in the word receive, students know the c makes an /s/ sound because the c is followed by an e, I, or y. That is a basic example of letter-sound correspondence.

Phonics

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-Focus on phonemes or the smallest unit of sounds
-Spoken language
-Mostly auditory
-Manipulating sounds in words

Phonemic awareness

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-Focus on graphemes or letters and their corresponding sounds
-Written language/print
-Both visual and auditory
-Reading and writing letters according to sounds, spelling, patterns, and phonological structure

Phonics

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What teaching strategy is this for?

Breaking down smaller pieces by focusing on letter-sound relationships. For example, words can be broken down by:
-inflected forms (-s, -es, -ed, -ing, -ly)
-contractions
-possessives
-compound words
-syllables
-base words
-root words
-prefixes
-suffixes beginning consonants
-end consonants
-medial consonants
-consonant blends (bl, gr, sp)
consonants digraphs (sh, th, ch)
-short vowels
-long vowels
-vowel pairs (oo, ew, oi, oy)

Phonological Awareness

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Putting all the sounds in the words together, as in /p/-/a/-/t/-/pat/. Later we will discuss consonant blending and vowel blending.

Blending

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Beginning consonant and consonant cluster

Onsets

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Vowel and consonants that follow the onset consonant cluster. Some common _____ are: -ack, -an, -aw, -ick, -ing, -op, -unk, -ain, -ank, -ay, -ide, -ink, -or, -ock, -ight, -ame, -eat, -ine.

Rimes

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The repetition of sounds in different words. Students listen to the sounds within words and identify word parts. For example, the /at/ sound in the word mat is the same /at/ sound in the words cat, rat, sat, and splat.

Rhyming

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Breaking a word apart. This can be done by breaking compound words into two parts, segmenting by onset and rime, segmenting by syllables, or breaking the word into individual phonemes.

Segmentation

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What kind of segmenting is this?

dad
/d/-/ad/

Onset and Rime

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What kind of segmenting is this?

baseball
base ball

compound

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What kind of segmenting is this?

behind
/be-hind/

Syllables

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What kind of segmenting is this?

cat
/c/-/a/-/t/

Individual phonemes

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To separate word parts or to isolate a single sound in the word. For example, if the teacher says, “Say just the first sound in bat” The students reply with /b/

Isolation

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Omitting a sound in a word. For example, using the word mice, a teacher may ask students to delete the initial /m/ sound, resulting in the word ice. This skill is usually practiced orally.

Deletion

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When students replace one sound with another in a word. For example, substitute the first sound in the word cat with an /s/ sound. Students will say sat.

Substitution

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The ability to string together the sounds that each letter stands for in a word. For example, when students see the word black, they blend the /bl/, the /a/ sound and the ending /k/ sound. Sometimes blending exercises focus just on the consonant blend, like the /br/ sound in the word brick.

Blending

Which of the following strategies would be most helpful for students who are working on onset and rime skills? A. Count the number if sounds in the word back. B. Identify the beginning sound in the word back. C. Substitute the /b/ sound in back with a /t/ sound. D. Segment the word back into two sounds /b/ and /ack/

While phonemic awareness, a subskill of phonological awareness, is a foundational skill, there are levels within phonemic awareness students move through as they begin to acquire this skill. This is called the ___________ __________ ________.

Phonemic awareness continuum

There are 6 main levels of phonemic awareness. Which level is this? When students hear and separate out individual sounds in words. For example, the student can isolate the /b/ sound in the word bat.

Phoneme isolation

There are 6 main levels of phonemic awareness. Which level is this? The students can combine sounds in a word. For example, the three sounds in cat- /c/ /a/ /t/-make up the word cat.

Blending

There are 6 main levels of phonemic awareness. Which level is this? When's students can divide the word into individual sounds. This also included being able to cont or identify how many sounds in a word. For example, in the word mat, there are 3 sounds-- /m/ /a/ /t/

Segmenting

There are 6 main levels of phonemic awareness. This step involves manipulation or changing the words. These skills are considered complex phonemic awareness skills. Which level is this? When's students can manipulate a word by adding a sound that is not originally in the word. For example, start the word pay and add an /l/ sound after the /p/ sound and the word becomes play.

Addition

There are 6 main levels of phonemic awareness. This step involves manipulation or changing the words. These skills are considered complex phonemic awareness skills. Which level is this? When students manipulate the word by deleting sounds to make a new word. For example, start with the word same and delete the /s/ sound and the word being aim. Remember, it is not the spelling we are concerned with in these activities. It is just the sounds.

Deletion

There are 6 main levels of phonemic awareness. This step involves manipulation or changing the words. These skills are considered complex phonemic awareness skills. Which level is this? The highest level of phonemic awareness because students not only have to identify the sounds and locate the sounds in the word moth and switch the /o/ sound with an /a/ sound and the word becomes math

Substitution

Students learn the __________ and __________ sounds in consonants before the identify medial, or middle sounds in words. For example, in the word sun, students will identify the /s/ and /n/ sound before they recognize the /u/ sound.

beginning and ending

Asking students to listen to the word can and asking the students to add a /t/ sound to the word is most appropriate for students who have a: A. Beginning level of phonemic awareness B. Beginning level of phonics skills C. Relatively high level of phonemic awareness D. Relatively high level of phonics

C Remember, manipulation of words is part of the complex stage of phonemic awareness. Therefore, the students must have a relatively high level of phonemic awareness to engage in this activity. Because the scenario is talking about sounds in words, the question is focused on phonemic awareness, not phonics. Therefore, we can eliminate answers B and D.

Like the phonemic awareness continuum, the __________ __________ __________ highest level include manipulating words. Notice that the _________ ____________ ________, uses the skills students acquired in the phonemic awareness continuum.

Phonological Awareness Continuum

6 Levels of Phonological Awareness Continuum ________ is when students can match ending sounds of words as in bat, hat, cat.

Rhyme

6 Levels of Phonological Awareness Continuum ___________ is when students can identify and produce words with the same initial sound as in sat, see, silly.

Alliteration

6 Levels of Phonological Awareness Continuum _________ _________ is when students can segment sentence into words as in He | went | to |the | beach.

Sentence Segmentation

6 Levels of Phonological Awareness Continuum ___________ ________ is when students can blend and segment syllables of spoken words as in hap-py, de-light, sum-mer

Syllable Segmentation

6 Levels of Phonological Awareness Continuum _______ and ________ ________, and ___________ is when students can blend or segment the (onset) initial consonant or consonant cluster and the (rime) vowel and consonant sounds following the rime as in tr- -ack, b-m-at, sl- -eep.

Onset and rime blending, and segmenting

6 Levels of Phonological Awareness Continuum ____________ ___________- is when students can manipulate sounds in words. This is the most complex skill on the continuum and includes several skills: -blend phonemes (br, bl, pl, sn) -segment individual phonemes (/b/ /a/ /t/) -add and delete individual phonemes (baat becomes at) -substitute phonemes to create new words (bat becomes sat, cat or back)

Phoneme Manipulation

Evidence-based strategies to promote phonological and phonemic awareness. ________ __________ in phonemic awareness and phonological awareness has strong results in spelling and reading development.

Explicit instruction

According to the National Institute of Child Health and Human Development (2000), ____________ _________ in phonemic and phonological awareness involves systematically teaching children to manipulate phonemes with letters, focusing the instruction on one or two types of phoneme manipulations rather than multiple types, and teaching children in small groups.

explicit instruction

Evidence-based strategies to promote phonological and phonemic awareness. _______ _________ in phonemic awareness is sometimes called the whole language approach. This is when students are not taught sounds in isolation. Instead, they hear the words and see the words in their entirety.

Implicit instruction

Evidence-based strategies to promote phonological and phonemic awareness. ______________ ____________ is when students use phonemes to process spoken and written language (Wagner & Torgesen, 1987). ______________ ____________ includes phonological awareness, phonological working memory, and phonological retrieval. It is very important that teachers develop the following skills in all students, including those students who struggle and those who are English learners (ELs). Teachers can do this by differentiating instruction and helping ELs develop phonemic awareness in their first language so they can develop these skills in their second language.

Phonological processing

Evidence-based strategies to promote phonological and phonemic awareness. ___________ _________ is the awareness of the sound structure of a language and the ability to consciously analyze and manipulate this structure via a range of tasks, such as speech sound segmentation and blending at the word, onset-rime, syllable, and phonemic levels.

Phonological awareness

Evidence-based strategies to promote phonological and phonemic awareness. ____________ ________ ___________ involves storing phoneme information in temporary, short-term memory (Wagner & Torgesen, 1987). This phonemic information is then readily available for manipulation during phonological awareness tasks. For example, when students use substitution, they are also using their phonological working memory because they are accessing stored phoneme information to substitute sounds in words.

Phonological working memory

Evidence-based strategies to promote phonological and phonemic awareness. __________ ____________ is the ability to recall the phonemes associated with specific graphemes (letters), which can be assessed by rapid naming tasks (e.g. rapid naming of letters and numbers). This ability to recall the speech sounds in one’s language is also integral to phonological awareness. All three components of __________ ____________ are important for speech production as well as the development of the spoken and written language skills necessary for reading.

Phonological retrieval

An English learner is struggling to identify certain sounds in words. What would be the best approach to help the student develop phonemic awareness? A. Determine if the student has phonemic awareness in the first language. B. Have the student work with an English learner who is fluent in English. C. Require the student to use English only when speaking. D. Use pictures to help the student identify different words.

A The question is asking about phonemic awareness, which is skills focused on sounds only. Nurturing students’ first language so the students can master the skills in their second language is very important for English learners.

When students begin to read, they acquire vocabulary skills. These skills progress in order: ________, ________, ________, ________.

listening, speaking, reading, writing

Instructional strategies to develop students’ expressive and receptive language skills First students acquire __________ _________. __________ _________ refers to the words we need to know to understand what we hear. This is part of students’ receptive vocabulary.

listening vocabulary

Instructional strategies to develop students’ expressive and receptive language skills Third, students acquire _________ __________. _________ __________ refers to the words we need to know to understand what we read. This is part of students’ receptive vocabulary.

reading vocabulary

Instructional strategies to develop students’ expressive and receptive language skills Second, students acquire ___________ ________. ___________ ________ consists of the words we use when we speak. This is part of students’ expressive vocabulary.

speaking vocabulary

Instructional strategies to develop students’ expressive and receptive language skills The last skill acquired is ________ _________. ________ _________ consists of the words we use in writing. This is part of students’ expressive vocabulary.

writing vocabulary

Instructional strategies to develop students’ expressive and receptive language skills _____________ _______________. This skill relates to listening vocabulary. When a student has _____________ _______________n, the student can understand a story that is being read aloud. Students will often develop their _____________ _______________ before their reading comprehension.

Listening comprehension

Receptive Vocabulary OR Expressive Vocabulary Reading, Listening Listening to a book on tape, reading an article

Receptive

Receptive Vocabulary OR Expressive Vocabulary Speaking, Writing Engaging in role play, writing a poem

Expressive

________ ____________ refers to a child’s understanding of the nature and uses of print. Children develop ________ ____________ when they can recognize words as distinct elements of oral and written communication. Both skills are acquired in the child’s natural environment.

Print awareness

_______________ ______ is the print of everyday life. It is the name given to the print that appears on signs, labels, and logos. Street signs, candy wrappers, and labels on peanut butter and cereal boxes are other examples of _______________ ______.

Environmental print

__________ ________ involve understanding the difference between letters, words, punctuation, and directionality. __________ ________ foster reading comprehension and vocabulary growth. __________ ________ include: * Directionality – reading from left to right and top to bottom * Layout – front and back of books * Differentiation – words vs. pictures and letters vs. words

Print concepts

Teachers must nurture students desire to interact with books. In the early stages, students will pretend to read or pretend to write, which are very important aspects of print awareness. Students will also point to words as they read, indicating they are tracking print, an __________ ______ in beginning reading.

essential skill

Strategies to promote ________ ________ and ________ _______: * Hang labels on key objects in the classroom—door, sink, library, blocks. * Use posters that include captions and pictures. * Display an oversized book to show directionality and print. * Point out the title, headings, beginning, middle, and end of a book or passage before reading.

print awareness and tracking print

5 early signs of ________ _____________: 1. The child holds a book correctly. If you hand a book that is upside down to the child, the child will turn it right side up. 2. The child understands that books are read from left to right, top to bottom, and front to back. 3. The child pretends to write by scribbling. This means the child understands that pictures and writing are distinct from one another. 4. The child points to a story and asks you to read it, understanding that the words on the page have meaning. 5. The child picks up a familiar book and reads it aloud. The child is using a memory of the story and not actually reading the book.

print awareness

The ___________ _____________ is the idea that letters and letter patterns represent the sounds of spoken language. Learning that there are predictable relationships between sounds and letters allows children to apply these relationships to both familiar and unfamiliar words and to begin to read with fluency.

alphabetic principle

To promote the ________ ___________, teachers should: * Teach letter-sound relationships explicitly and in isolation. * Provide opportunities for children to practice letter-sound relationships in daily lessons. * Provide practice opportunities that include new sound-letter relationships, as well as cumulatively reviewing previously taught relationships. * Use writing or print to represent what students say during class, so students understand speech can be represented in print.

alphabetic principle

The Alphabetic Principle Which Phase? Students read words by memorizing visual features or guessing words from context.

Pre-Alphabetic Phase

The Alphabetic Principle Which Phase? Students recognize some letters and can use them to remember words by sight.

Partial-Alphabetic Phase

The Alphabetic Principle Which Phase? Students consolidate their knowledge of grapheme-phoneme blends into larger units that recur in different words.

Consolidated-Alphabetic Phase

The Alphabetic Principle Which Phase? Readers possess extensive working knowledge of the graphophonemic system, and they can use this knowledge to analyze fully the connections between graphemes and phonemes in words. They can decode unfamiliar words and store fully analyzed sight words in memory.

Full-Alphabetic Phase

A teacher is using picture cards to help students recognize words. Students see the picture below and say, “Sun!” What phase of word recognition are the students in? A. Pre-alphabetic B. Partial- alphabetic C. Full- alphabetic D. Consolidated- alphabetic

A The students are only seeing a picture. Therefore, they are in the pre-alphabetic stage. Partial, full, and consolidated phases all require the use of letter recognition. In this case, there is only a picture.

______ ___________ consists of 6 major areas: phonology, vocabulary, morphology, grammar, pragmatics, and discourse.

Oral language

6 major areas of Oral Language _________ encompasses the organization of sounds in language.

Phonology

6 major areas of Oral Language ___________ (semantics) encompasses both expressive (speaking) and receptive (listening) vocabulary.

Vocabulary

6 major areas of Oral Language ___________ is the smallest units of meaning in words. An example of __________ is breaking up compound words and analyzing their meaning.

Morphology

6 major areas of Oral Language _________ (syntax) is the structure of language and words.

Grammar

6 major areas of Oral Language ___________ focuses on the social cues or norms in language. This is often referred to as situations in language.

Pragmatics

6 major areas of Oral Language ________ focuses on speaking and listening skills in language. ______ means dialogue.

Discourse

Readers at the beginning (emergent) stage are learning to read and understand words by decoding the reading process as they engage with the text. __________ ________ involves the skills, knowledge, and attitudes that are developmental precursors to conventional forms of reading and writing (Whitehurst & Lonigan, 1998). ___________ __________ skills begin developing in early infancy and early childhood through participation with adults in meaningful activities involving speaking and reading.

Emergent literacy

Strategies for teaching __________ ___________: * Build upper and lowercase letters. For example, start with a circle and add a straight line for a lowercase b or d. * Tracing letters. Have students use their fingers to trace over pre-drawn letters. * Draw letters in the sand. This can be done outside or inside or with a tray of sand.

letter formation

Strategies for ________ _________: * Use large grip pencils for students who struggle. * Strengthen the hands by using playdough or silly putty.

pencil control

Having students trace letters in the sand is most appropriate for students working on: A. Letter formation B. Word recognition C. Pencil control D. Phonemic awareness

A Having students trace letters in the sand is effective for letter formation. Printed words are most appropriate for word recognition. Exercising fine motor skills would be helpful for pencil control. Phonemic awareness has to do with sounds only and is not a correct answer.

When a student has awareness of phonemes in words, syllables, onset-rime segments, and spelling, he or she is demonstrating: A. Phonological awareness B. Phonics mastery C. Phonemic awareness D. Structural analysis

A Phonological awareness is putting phonemic awareness and phonics together. Remember, phonological awareness is the umbrella, and phonics and phonemic awareness fall under that umbrella. Structural analysis is not related in this situation.

Phonemic awareness includes the ability to: A. Form compound words and combine word parts B. Spell accurately and decode unfamiliar words C. Pronounce individual sounds in words D. Differentiate between homonyms and to spell accurately

C Phonemic awareness involves only listening to and pronouncing sounds in words. In fact, students can practice phonemic awareness without any paper or pencils. It is only the individual sounds (phonemes) in words.

A teacher is working with a student on initial sounds. The teacher says pet and asks the student to replace the initial consonant to make other words, such as get, vet, and set. What is this an example of? A. Segmenting B. Blending C. Structural analysis D. Substituting

D The students are manipulating the word by switching or substituting one sound for another. This is considered the highest level of phonemic awareness.

A reading teacher wants to help students with segmentation. What is the most appropriate instructional approach? A. Have students break apart words by separate phonemes. B. Have students break apart compound words. C. Have students blend beginning consonants together. D. Have students use prefixes and suffixes to learn words.

A Segmenting is breaking apart a word by individual sounds (phonemes). This helps students with phonemic awareness. Answers B and D are exercises in morphology. Segmenting is the opposite of blending, which eliminates answer C.

Which word is correctly broken up by onset and rime? A. /mon/ -/key/ B. /t/- /ap/ C. /hand/- /y/ D. /pro/-/tect/

B Onset is the beginning consonant or consonant cluster. Rime is the vowel and consonants that follow. In this case, the only answer choice with a definitive onset and rime is B. The /t/ is the onset. The /ap/ is the rime. The other answer choices are broken up by syllables, not onset and rime.

Which of the following students is demonstrating the highest level of phonemic awareness? A. The student identifies the beginning /p/ sound in the word pass. B. The student substitutes the beginning /p/ sound in the word pass with a /g/ sound making the word gas. C. The student adds a /t/ sound to the word pass making the word past. D. The student segments the word pass into 3 distinct sounds—/p/ /a/ /s/.

B The highest level of phonemic awareness is substitution because it involves manipulation of the word.

A student in the partial-alphabetic phase says the word sun and identifies the /s/ and /n/ sounds. What would be the most appropriate next step to take with this student? A. Identify all three letters in the word. B. Identify medial sounds in words. C. Decode the word by using grammar rules. D. String together blends in words.

B Because the student is in the partial-alphabetic stage, the student only knows some of the letters. The next step would be to work on medial sounds or the middle /u/ vowel sound.

A teacher has posted words next to everyday objects in the classroom—door, pencils, library, sink. The teacher is developing students’: A. Phonemic awareness B. Morphology C. Spelling D. Environmental print

D Environmental print is the print of everyday life. By labeling all the everyday objects in the room, the teacher is helping students with their environmental print.

A child with book handling skills will: A. Sound out unfamiliar words. B. Track letters with his or her finger. C. Turn an upside-down book right side up before opening it. D. Spell unfamiliar words correctly using decoding skills.

C When students have book handling skills, they understand that we read from left to right, top to bottom, front to back. If you hand a child a book that is upside-down, the child with book handling skills will turn it right side up.

A student draws a stick figure and scribbles above the picture. The student says, “This says, ‘Sarah is my best friend.’” What can the teacher determine from this behavior? A. The student needs assistance with fine motor skills. B. The student is ready for phonics instruction using single syllable words. C. The student understands directionality of print. D. The student can distinguish between pictures and print.

D Even though it is just scribble, the student is displaying an essential skill in beginning reading, which is distinguishing between pictures (stick figure) and text (scribble).

____________-________ _____________ is the essence of phonics. This concept is also known as letter- sound correspondence. Recall in the previous section, we focused mainly on phonemic awareness, which is associated with the sounds in words. With phonics, students must understand that a written symbol or letter represents a sound. For example, the letter c is a symbol in the English language that when followed by an a, u, or o usually makes a /k/ sound. However, when that same symbol—the letter c—is followed by an e, i, or y, it makes an /s/ sound. See the following examples. * The letter c in the words cat, cut, cot, and cable, makes a /k/ sound. * The letter c in the words cell, cycle, receive, and city, makes an /s/ sound.

Phoneme-grapheme correspondence

According to the University of Florida Literacy Institute (n.d.), when teaching _________-_________ _____________, it’s important to model the pronunciation of each sound that can be used when blending sounds to make words.

phoneme-grapheme correspondences

As you can see in the following table, the instruction goes from simple _________-________ ___________ to complex. 1. a, m, s, f, i, p, t, n, d, nasalized a, CVC patterns 2. c (cat), o, sh, k, u, b, g (go), e, CCVC and CVCC patterns 3. h, v, th, ch, ck, r, l, j, z, w/wh, y (consonant), s /z/ (is), silent e, CVCe patterns, ff, ll, ss, zz 4. ar, or, er, ai, ay, ee, ea (read), Vr and CVVC patterns 5. ir, ur, oa, ow (tow), y as a vowel (cry, baby), closed & open syllables, multisyllable words 6. ou (out), ow (cow), oi, oy, oo, ie, x, qu, ph, ə, accented syllables, final stable syllables 7. ea (bread), ea (steak), oe, c before i/e/y (city), g before i/e/y (gem) 8. ng, igh, ew, au, aw, ar and or as /er/ (dollar, worm) 9. ue, y (gym), ou, eu 10. ei, eigh, ey, ar (beggar), or (doctor), wa (want), u (push, pull), ou (country) 11. wr, kn, gn, mb, gh, stle, ps, pn 12. alk, ough, augh, ch (Christmas), ch (Chicago), ture, ti, si, ci

phoneme-grapheme correspondence

_________ ___________ is very important in teaching emergent readers because explicit spelling instruction supports word recognition by helping students learn and reinforce common phonics patterns.

Spelling instruction

However, for the exam you need to have a basic understanding of how to teach ________ explicitly in an order that goes from the easiest skills to the most complex. Notice that consonants and short vowel sounds come first, blends are next, and combined vowel sounds are last. The sequence moves from simple to complex.

phonics

Teaching Phonics by Skill Level Level 1 of 9 (Easiest) Instruction: ___________ _________ Examples: b, c, d, g, h, f Pattern: c

Consonant sounds

Teaching Phonics by Skill Level Level 3 of 9 (Still Easy but slowly getting harder) Instruction: ___________ _________ Examples: cǎt, bǎt, cǔt Pattern: cvc

Blend short vowel sounds with consonants

Teaching Phonics by Skill Level Level 2 of 9 (Little bit less Easier) Instruction: ___________ _________ Examples: ǎ, ě, ǐ, ǒ, ǔ Pattern: v

Short vowel sounds

Teaching Phonics by Skill Level Level 4 of 9 (Easy but moving into the moderate- in between easy and hard) Instruction: ___________ _________ Examples: a̅ , e̅ , i̅ , o̅ , u̅ Pattern: v

Long vowel sounds

Teaching Phonics by Skill Level Level 5 of 9 (Moderate- In between easy and hard) Instruction: ___________ _________ Examples: ma̅ ke, ta̅ ke, bi̅ ke Pattern: cvcv

Blend long vowel sounds with consonants

Teaching Phonics by Skill Level Level 6 of 9 (Getting harder) Instruction: ___________ _________ Examples: sl, bl, th, pl Pattern: cc

Consonant blends

Teaching Phonics by Skill Level Level 7 of 9 (Hard) Instruction: ___________ _________ Examples: ea, oi, ou Pattern: vv

Vowel Combinations

Teaching Phonics by Skill Level Level 8 of 9 (Harder) Instruction: ___________ _________ Examples: ir, er, or, ur Pattern: vc

R-controlled

Teaching Phonics by Skill Level Level 9 of 9 (Hardest) Instruction: ___________ _________ Examples: kn, gn, gh, Pattern: cv

Silent letters

Which of the following common English letter combinations would be taught first according to systematic phonics instructional principle? A. kn B. ou C. er D. th

D Using the table, notice consonant blends are usually taught before silent letters (Answer A), vowel combinations (Answer B), and R-controlled vowels (Answer C).

_________ _________ ____________ is a method of teaching students how to connect the graphemes (letters) with phonemes (sounds) and how to use this letter-sound relationship to read and spell words.

Explicit phonics instruction

__________ ________ _________ is using a logical and specific scope and sequence that is developmentally appropriate to teach students the major letters and sounds. This includes short and long vowels, blends, and consonant digraphs (oi, ea, sh, th, etc.). This plan is carefully thought out, strategic, and designed before activities and lessons are developed.

Systematic phonics instruction

___________ ________ ___________ involves lessons building on those previously taught, and students will have to draw and recall from previous lessons. Lessons move from simple to complex and include clear, concise student objectives. Students have to use their prior knowledge to learn complex skills.

Recursive phonics instruction

Decoding, encoding, fluency, and reading comprehension are interrelated. A student must have these skills to be a proficient reader. Typically, Students follow this order (1ST-4TH) when acquiring these skills: 1st. ________ – sounding out words while reading. The student uses phonics generalizations, letter sound correspondence, and phonological awareness.

Decoding

Decoding, encoding, fluency, and reading comprehension are interrelated. A student must have these skills to be a proficient reader. Typically, Students follow this order (1ST-4TH) when acquiring these skills: 2nd. ________ – the process of hearing a word and spelling it based on sounds and phonics. Encoding is usually assessed with a spelling test.

Encoding

Students also use generalizations of phonics to decode words. The following table outlines phonics generalizations that students must know during the emergent phase of literacy. However, not all English words follow these generalizations. The letter _ before e, i, or y makes a /k/ sound.

k Example: kite, key

Decoding, encoding, fluency, and reading comprehension are interrelated. A student must have these skills to be a proficient reader. Typically, Students follow this order (1ST-4TH) when acquiring these skills: 3rd. _______ –moving through the text accurately without having to stop to decode.

Fluency

Decoding, encoding, fluency, and reading comprehension are interrelated. A student must have these skills to be a proficient reader. Typically, Students follow this order (1ST-4TH) when acquiring these skills: 4th. ____________ – reading fluently and understanding the text by forming pictures in the brain, predicating, and asking questions.

Comprehension

c Example: cat, cost, cut, clap

y Example: my, fly

c Example: cycle, receive

q Example: queen, quick

k Example: look, skunk, book

ck Example: luck, tuck, stuck

c Example: garlic, Atlantic

k Example: like, strike, hike, make

ss, ff, ll Example: floss, fluff, chill

c Example: receive, believe ancient, glacier

g Example: gel, giant, gym

g Example: glass, grow, get

The following table includes examples of how teachers and students can use letter sound correspondence, spelling conventions, and graphemes to teach literacy. Grapheme Type: _________________ Definition: A single consonant letter can be represented by a phoneme. Examples: b, d, f, g, h, j, k, l, m, n, p, r, s, t, v, w, y, z

Single letters

Doublets

The following table includes examples of how teachers and students can use letter sound correspondence, spelling conventions, and graphemes to teach literacy. Grapheme Type: _________________ Definition: ________ are two-letter (di-) combinations that create one phoneme. Examples: th, sh, ch, wh, ph, ng (sing) gh (cough) ck

Digraphs

Trigraphs

The following table includes examples of how teachers and students can use letter sound correspondence, spelling conventions, and graphemes to teach literacy. Grapheme Type: _________________ Definition: are sounds formed by the combination of two vowels in a single syllable, in which the sound begins as one vowel and moves toward another. They can appear in the initial, middle, or final position in a word. Examples: aisle coin loud

Diphthong

The following table includes examples of how teachers and students can use letter sound correspondence, spelling conventions, and graphemes to teach literacy. Grapheme Type: _________________ Definition: include two or three graphemes, and the consonant sounds are separate and identifiable. Examples: s-c-r (scrape) c-l (clean) l-k (milk)

Consonant blends

The following table includes examples of how teachers and students can use letter sound correspondence, spelling conventions, and graphemes to teach literacy. Grapheme Type: _________________ Definition: use two letters: one represents the phoneme and the other is silent. Examples: kn (knock) wr (wrestle) gn (gnarl)

Silent letter combinations

Combination qu

The following table includes examples of how teachers and students can use letter sound correspondence, spelling conventions, and graphemes to teach literacy. Grapheme Type: _________________ Definition: A single vowel letter that stands for a vowel sound. Examples: (short vowels) cat, hit, gem, pot, sub (long vowels) me, no, mute

Single letters

The following table includes examples of how teachers and students can use letter sound correspondence, spelling conventions, and graphemes to teach literacy. Grapheme Type: _________________ Definition: are combinations of two, three, or four letters that stand for a vowel sound. Examples: (short vowels) head, hook (long vowels) boat, rain, weigh (diphthongs) soil, bout

Vowel teams

The following table includes examples of how teachers and students can use letter sound correspondence, spelling conventions, and graphemes to teach literacy. Grapheme Type: _________________ Definition: is a vowel sound in an unstressed syllable, where a vowel does not make its long or short vowel sound. It is often called the “lazy” sound in a word. The symbol for this is Ə. Examples: a: balloon e: problem i: family o: bottom u: support y: analysis

Schwa sound

Other strategies for helping students decode words involve following common consonant-vowel patterns (CVC, CVCC, CVCe, CVVC patterns). Pattern: ________ Description: consonant-vowel-consonant Examples: bat, cat, tap

CVC

CVCe

CCVC

Students will often use ___________ and word analysis to decode and understand words as they read. Morphology is an important part of developing students’ foundational reading skills.

morphology

CVCC

_______________ is the study of word parts and their meanings. Morphemes are the smallest units of meaning in a word. For example, in the word unbelievable, there are three morphemes— un (not), believe (trust), able (capable). The following list provides categories and examples of using morphology to develop decoding skills.

Morphology

(Morphological analysis) Two words put together. Examples: mailman, sidewalk

Compound words

(Morphological analysis) The root of a word is the basic part of the word. It stands alone in meaning and in English language and often comes from Latin languages. Examples: In the word unbelievable the ______ _____ is believe. In the word complex, the ____ _____ is plex.

Root words

(Morphological analysis) Additions to root words that help to form a new word with another meaning from that of the root word. ________ are at the beginning of a word. Examples: _________ that indicate not: un- (unknown), dis- (disregard), im-(impossible), in- (inaccurate), mis- (misunderstand), and ir- (irrational).

Prefixes

(Morphological analysis) Additions to root words that form a new word with another meaning from that of the root word. ________ are at the end of a word. They change the part of speech (past tense, present tense) or verb tense of a word. They also indicate whether the word is plural or singular. Examples: -ed, -ing, and plural -s are all ________

Suffixes

___________ is the study of the origins of words and how they have changed over time. If students are analyzing root words and their meaning, they are using ___________. For example, if students are discussing how the word complexity comes from the Latin word complexus “surrounding, encompassing,” they are using ___________.

Etymology

When students use __________ to decode words, they are usually using prefixes, suffixes, and roots. They will also break apart compound words. This is also referred to as a structural analysis because students are breaking down the morphemic structure of the word to figure out its meaning. In addition, you may see the term affixes on the test. Affixes are additions to roots; prefixes and suffixes are affixes.

morphemes

______ ____________ – These morphemes can stand alone because they mean something in and of themselves. For example, in the word closely, the morpheme close is a ______ ____________. It can stand alone.

Free Morphemes

_________ ___________ – These morphemes only have meaning when they are connected to another morpheme. In the word closely, the morpheme ly cannot stand on its own and only has meaning when it is attached to another morpheme.

Bound Morphemes

Teaching Syllable Patterns Syllable Type: _________ Description: A syllable with a single vowel followed by one or more consonants. The vowel is closed in by a consonant. The vowel sound is usually short. Example: cat bat clock letter

Closed

Teaching Syllable Patterns Syllable Type: _________ Description: A syllable that ends with a single vowel. The vowel is not closed in by a consonant. The vowel is usually long. The letter y acts like a vowel. Example: go no fly he

Open

Teaching Syllable Patterns Syllable Type: _________ Description: A syllable with a single vowel followed by a consonant then the vowel e. The first vowel sound is long, and the final e is silent. Can be referred to as the sneaky silent e. Example: bike skate kite poke

Vowel- Consonant Silent e

Teaching Syllable Patterns Syllable Type: _________ Description: A syllable that has two consecutive vowels. Vowel teams can be divided into two types: − Long vowel teams: Two vowels that make one long vowel sound. − Variant vowel teams: Two vowels that make neither a long nor a short vowel sound, but rather a variant. Letters w and y act as vowels. Example: Long vowel teams: eat, seat, say, see Variant vowel teams: stew, paw, book Exceptions: bread (makes a short vowel sound)

Vowel Teams (Diphthong)

Teaching Syllable Patterns Syllable Type: _________ Description: A syllable with one or two vowels followed by the letter r. The vowel is not long or short. The r influences or controls the vowel sound. Example: car far her fur sir

R-controlled

Teaching Syllable Patterns Syllable Type: _________ Description: A syllable that has a consonant followed by the letters le, al, or el. This is often one syllable. This is the only syllable type without the vowel sound. Example: table stable local

Consonant le (-al, -el) Final stable

Common activities to teach syllables _______ ______ – Students clap and say the syllable at the same time. For example, in the word apple, students clap once for -ap and then again for -ple. The word evenly has 3 claps: -e, -ven, -ly.

Syllable clapping

Common activities to teach syllables _______ _______ – Create a list of prefixes, suffixes, roots, ly, le, and others.

Syllable lists

Common activities to teach syllables __________ _____ ________ – Write different syllables on note cards. Jumble the cards and have students put the cards in the correct order so the word makes sense.

Multisyllabic word manipulation

Common activities to teach syllables ________ _______ – Students scoop under each syllable of multisyllable words.

Syllable scoop

_________ _________ is breaking up words into different parts. For example, in the compound word sidewalk, students would break the word into two parts: side and walk. Using _________ _________, students can also break words up by their prefixes, suffixes, and roots. For example, in the word predictable, the students can break the words into pre/ dict/ able.

Structural analysis

_______ _________ or _______ _________ are words that show up in text very frequently. Students should memorize these words because it helps them save their cognitive endurance for more difficult reading tasks.

High Frequency or Sight words * want * what * why * walk * talk * not * saw * say * said * see * there * those * been * because * ever * every *by * are * would * should * water * called * over * only

One of the only times memorization is a good practice is when increasing students’ automaticity. This is done through memorizing ______-________ ______.

high-frequency words

Teachers can provide students with opportunities to build and extend their phonics skills in a variety of ways. The most important way is to expose students to a variety of literary and informational text. The more print students are exposed to, the more words they learn and the more comfortable they become with their phonics skills. Teachers can also use: ________ ______ – Carefully sequenced to progressively incorporate words that are consistent with the letter–sound relationships that have been taught to the new reader.

Decodable texts

Teachers can provide students with opportunities to build and extend their phonics skills in a variety of ways. The most important way is to expose students to a variety of literary and informational text. The more print students are exposed to, the more words they learn and the more comfortable they become with their phonics skills. Teachers can also use: __________ and ________ __________ ________ – An interactive reading experience where the teacher guides students as they read text. The teacher explicitly models the skills of proficient readers, including reading with fluency and expression.

Authentic and shared reading tasks

Teachers can provide students with opportunities to build and extend their phonics skills in a variety of ways. The most important way is to expose students to a variety of literary and informational text. The more print students are exposed to, the more words they learn and the more comfortable they become with their phonics skills. Teachers can also use: _____ _______ – When students read aloud in class, to a partner, in cooperative groups, or with a teacher.

Oral reading

Teachers can provide students with opportunities to build and extend their phonics skills in a variety of ways. The most important way is to expose students to a variety of literary and informational text. The more print students are exposed to, the more words they learn and the more comfortable they become with their phonics skills. Teachers can also use: _________ _______ – Instead of reading out loud or silently, kids read in a whisper voice. This allows students to make mistakes without feeling embarrassed. It also helps students with decoding and fluency.

Whisper reading

Teachers can provide students with opportunities to build and extend their phonics skills in a variety of ways. The most important way is to expose students to a variety of literary and informational text. The more print students are exposed to, the more words they learn and the more comfortable they become with their phonics skills. Teachers can also use: ________ _______ – A ______ ______ is a literacy tool composed of an organized collection of words which are displayed in large visible letters on a wall, bulletin board, or other display surface in a classroom. These will be discussed further in the vocabulary section of the study guide.

Word walls

Teachers can provide students with opportunities to build and extend their phonics skills in a variety of ways. The most important way is to expose students to a variety of literary and informational text. The more print students are exposed to, the more words they learn and the more comfortable they become with their phonics skills. Teachers can also use: _______ ________ – When students and teacher share the process of writing. The teacher begins by writing a word or a piece of a word, and the student continues.

Interactive writing

As students begin to read, they use different methods to figure out words. ________ _____ allow students to use their background knowledge (schema) and apply that to understanding words. There are several types of cues students use when they read.

Cueing systems

________ _____ involve the structure of the word as in the rules and patterns of language (grammar), and punctuation. As students read, they use structural cues. Example: Joey sat in class yesterday. In this case, the student is sure to say sat not sit because of the word yesterday indicates there needs to be a past tense verb—sat.

Syntactic cues

________ _____ refer to the meaning in language that assists in comprehending texts, including words, speech, signs, symbols, and other meaning-bearing forms. _________ _____ involve the learners’ prior knowledge of language. Gradually, students independently relate new information to what is known and personally meaningful. _________ _____ are especially helpful for homographs—words that are spelled the same but have different meaning. * For example: Thinking about leaving her friends made Jane blue. The word blue in context is not the color but rather the feeling of sadness. _________ _____ help the student understand this.

Semantic cues

____________ ____ involve the letter-sound or sound-symbol relationships of language. Readers identifying unknown words by relating speech sounds to letters or letter patterns are using ____________ ____. This process is often called decoding. Example: The student knows that the word make has a long /a/ sound because of the vowel after the k. This is a CVCe word.

Graphophonic cues

A teacher is helping students use language structure and grammar to figure out difficult words in grade- level text. The students are using what cuing system? A. Semantic B. Syntactic C. Graphophonic D. Phonological

B The students are using language structure and grammar, which is syntactic. Semantic is meaning, graphophonic is sound-letter relationships, and phonological is not a cueing system.

Remember, a reader’s oral vocabulary knowledge helps them derive meaning as they decode words. Vocabulary knowledge supports the _______ ____ system.

semantic cueing

Which of the following sets of letters would a teacher use when helping students with their diphthongs? A. oi, ai, ei B. kn, gn, gh C. ee, ea, oo D. ff, ll, pp

A Diphthongs are sounds formed by the combination of two vowels in a single syllable, in which the sound begins as one vowel and moves toward another. They can appear in the initial, middle, or final position in a word. Words like aisle, join, and loud contain diphthongs.

Which of the following would be most appropriate to strengthen automatic word recognition skills? A. Memorize high frequency words. B. Have students track letters with a finger as they read. C. Write down difficult words over and over. D. Use a dictionary for unfamiliar words.

A Memorizing high frequency words is an effective way to increase automatic word recognition.

Which of the following represents an error in decoding vowel teams? A. During a spelling test, the student writes cone when the teacher said coin. B. During a fluency read, the student reads cone when the word is coin. C. During a spelling test, the student writes bake when the teacher said back. D. During a fluency read, the student reads bake when the word is back.

B Answer B is decoding because the student is reading (decoding), and coin is a word that uses a vowel team (oi). Remember, encoding is when a student hears a word and writes it down (spelling test). Therefore, eliminate anything that is encoding—Answers A and C. A vowel team is a syllable that has two consecutive vowels. This eliminates answer D, because bake and back would be an error in CVCe and CVCC words.

Which of the following students would benefit most from explicit phonics instruction? A. A pre-school student knows the alphabet but cannot recognize phonemes in words. B. A kindergarten student can recognize pictures and associate them with words. C. A first-grade student has memorized 100 sight words but cannot decode medium-frequency words in text. D. A third-grade student has automaticity but struggles with low-frequency, academic words in text.

C Answers A and B are students who are not ready for phonics. They need to be in the phonemic awareness stage of learning. Answer C is a good candidate for explicit phonics instruction because the student needs help with words that are in text often (medium frequency words). The last student in answer D is above explicit phonics instruction because the only trouble the student is having is with academic specific words—mitochondria, electoral college, literature.

A teacher asks students to think of and write down 5 words that contain the prefix in. Which of the following skills is the teacher reinforcing? A. Greek and Latin roots B. Structural analysis and morphology C. Phonemic awareness and phonics D. Vocabulary and homographs

B Analyzing prefixes, suffixes and roots is a type of structural analysis associated with morphology.

Which of the following sets of words would be most appropriate when teaching structural analysis? A. Bank, sank, tank B. Green, Greek, grime C. Impossible, unbelievable, incapable D. Choice, voice, boil

C Morphemes are the units of meaning in words. Breaking up compound words by prefixes and suffixes helps to understand their meaning. Answer choice C is the only answer that has words with prefixes, suffixes, and roots.

A student is identifying words with free and bound morphemes. Which of the following words should the student be identifying? A. Sidewalk, mailman, rattlesnake B. Station, caution, location C. Lonely, cautiously, heavenly D. Pizza, organize, stayed

C A bound morpheme only has meaning when it is attached to another morpheme. A free morpheme can stand on its own. In answer C, lonely, cautiously, heavenly all contain free and bound morphemes.

Which of the following would be most effective when helping English learners understand multimorphemic words? A. Focus on the common Latin roots in the words. B. Memorize the spelling of words. C. Understand the words in context. D. Identify synonyms for the words.

A Latin roots translate across languages. Therefore, focusing on the Latin roots in words is helpful when teaching English learners multimorphemic words.

Structural analysis is beneficial for students in the upper elementary grades because this skill: A. Helps students decode words using phonics B. Helps students memorize high-frequency words C. Helps students use text structures to determine meaning D. Helps students use strategies to break down multi-syllable words

D The definition of structural analysis is breaking down words into smaller parts to derive meaning. That makes answer D the best answer. You may be tempted to choose answer C because it has the words text structure in it. However, text structure is not the same as word structure. Text structure relates to the type of passage the text is: compare and contrast, chronological, cause and effect, etc. This will be discussed in later sections on the study guide.

Which of the following is most useful when learning compound words? A. Have students use decoding skills to break down vowel sounds. B. Have students use structural analysis to break the words apart. C. Have students use phonemic awareness to identify all the sounds in the words. D. Have students identify if the words are CVC, CVCC, or CVCe words.

B The best way to approach compound words is through structural analysis to break up each compound word into its 2 parts. For example, in the word sidewalk, the student can break the word up into two parts side and walk and analyze meaning that way.

When students begin to read, they acquire vocabulary skills. These skills progress in order: _________, __________, ________, ________. The following was mentioned previously in the phonemic awareness section, but it is worth revisiting here.

listening, speaking, reading, writing

Receptive Vocabulary vs. Expressive Vocabulary Reading, Listening Listening to a book on tape, reading an article

Receptive

Receptive Vocabulary vs. Expressive Vocabulary Speaking, Writing Engaging in role play, writing a poem

Expressive

Try to avoid answer choices where students are simply writing or memorizing definitions from a dictionary or glossary. A dictionary is a tool students use for support, but it should not be the main source of instruction. Instead look for strategies where students are interacting with new vocabulary in an authentic manner.

Caution!!! Test Tip

In teaching ________, varied text provides multiple exposure to words and their meanings. There are four key components of vocabulary instruction: wide reading, instruction of individual words, word learning strategies, and development of word consciousness.

vocabulary

_______ __________ is when students are aware of and interested in words and word meanings. Students who are word conscious also notice when and how new words are used. Word conscious students are motivated to learn new words and to be able to use them skillfully. Promoting word consciousness is essential across grade levels, especially when working with students whose prior vocabulary exposure may be limited.

Word consciousness

Ways to promote ______ _________________: * Model erudite vocabulary use by substituting common words with sophisticated words. For example, instead of saying, “Please pass out the supplies for the next activity,” the teacher could say, “Please distribute the necessary materials for today’s activity.” Notice the second sentence introduces more sophisticated words than the first. * Use interactive word walls, where students can collaborate with their peers and learn new words. * Take opportunities to introduce new words whenever possible.

word consciousness

_____________ (root = phone = sound) – words that sound the same but are spelled differently: * Pair, pare * Plain, plane * There, their, they’re * To, too, two

Homophones

____________ are words which sound alike or are spelled alike. Homophones and homographs are types of ___________.

Homonyms

____________ (root = graph = write) – words that are written the same but have different sounds and meanings: * Tear – water coming from the eye * Tear – to rip * Bass – a low tone or instrument * Bass – a type of fish

Homographs

Students are analyzing the words fair and plain. Each student uses them in a sentence. Below are examples of one of the student’s sentences. The teacher is helping students: It wasn’t fair that I didn’t get to go to the fair. She ate her plain sandwich as she sat in the grassy plain. A. Identify and use common homonyms B. Identify and use common roots C. Identify and use commonly confused words D. Identify synonyms for common words

A In both examples, homonyms—words that sound alike or are spelled alike—are used.

There are a variety of ways to approach ____________ ____________. Teaching vocabulary in context is essential. However, students must also use definitions and parts of speech to figure out words. Just like all instruction, ____________ ____________ should be differentiated to meet the specific needs of every student. The following are the findings of the National Reading Panel’s research. You will find scenarios with these types of approaches in the correct answers on the test. * Intentional instruction of vocabulary items is required for specific texts. * Repetition and multiple exposures to vocabulary items are important. * Learning in rich contexts is valuable for vocabulary learning. Vocabulary tasks should be restructured as necessary. * Vocabulary learning should entail active engagement in learning tasks. * Computer technology can be used effectively to help teach vocabulary. * Vocabulary can be acquired through incidental learning. How vocabulary is assessed and evaluated can have differential effects on instruction. * Dependence on a single vocabulary instructional method will not result in optimal learning.

vocabulary instruction

Instructional methods for word complexity Vocabulary differs from content area to content area. Words in science class are much different than the words used in English class. Those words are different than words used in general conversation. Teachers must prepare students to engage with conversational, general academic, and domain specific words. _____ ___ words are low-frequency words. They are limited to a specific domain. They often pertain to a specific content area. They are best learned within the content of the lesson or subject matter. Examples: molecule, mitochondria

Tier III

Instructional methods for word complexity Vocabulary differs from content area to content area. Words in science class are much different than the words used in English class. Those words are different than words used in general conversation. Teachers must prepare students to engage with conversational, general academic, and domain specific words. _____ __ words occur across contexts. More common in writing and everyday speech, these words enhance comprehension of a text. These words are best used for targeted explicit vocabulary instruction. Examples: arrange, despise

Tier II

Instructional methods for word complexity Vocabulary differs from content area to content area. Words in science class are much different than the words used in English class. Those words are different than words used in general conversation. Teachers must prepare students to engage with conversational, general academic, and domain specific words. ____ __ words are high-frequency words and used in everyday speech. These words are learned in conversation. They rarely require direct instruction. These words are often referred to as sight words. Examples: see, happy, what

Tier I

Strategy: Use context clues to identify difficult words ___________ or _________ ____- These context clues restate the meaning of the word using a synonym. The sentence is essentially saying the same thing twice. For example, the sentence below contains a ___________ or _________ ____. Example: She was very (scrupulous) with her homework; she (meticulously completed every question).

Synonym or restatement clues.

Strategy: Use context clues to identify difficult words __________ or ________ ____- These context clues state the opposite of the word in question. For example, the sentence below contains an __________ or ________ ____. Example: She thought of herself as (scrupulous); (however, her work lacked detail, and she often missed her deadlines).

Antonym or contrast clues.

Strategy: Use context clues to identify difficult words __________ ___ These context clues are subtle statements that drop hints to what the word in question is. For example, the sentence below. Example: She was (scrupulous) in a way that (kept her up at night obsessing over details in her emails).

Inference clues.

Remember, the best way to help students acquire new __________ is through repeated exposure to new words in context.

vocabulary

___________ ____________ includes: * Providing students with instruction in specific words that are important to students’ content learning or understanding of a particular text. * Teaching students more general word- learning strategies that they can apply to a variety of words, such as analyzing parts of words (e.g. root words). * Supporting students’ oral vocabulary by providing opportunities to use new vocabulary in discourse, cooperative learning, and role play.

Direct instruction

The following are either do’s and don’ts regarding vocabulary instruction: -Have students use context to figure out difficult words. -Use interactive word walls so students can engage with new vocabulary. -Model think-aloud strategies for students to use when faced with difficult academic and domain specific words.

The following are either do’s and don’ts regarding vocabulary instruction: -Have students write words over and over again. -Have students copy definitions from the glossary. -Assign extra vocabulary homework for those who struggle.

Don't

Learning vocabulary in context is also referred to as ___________ __________. ___________ __________ learning is the unintended learning of words that occurs during engagement in other activities. This is the real-world application of vocabulary and is regarded by some scholars as the most effective form of word learning.

incidental vocabulary

__________ is defined as the ability to read with speed, accuracy, and proper expression, and it is a necessary skill for reading comprehension. For students to understand text, they must first read through the text with _________. They can focus on meaning rather than sounding out words.

Fluency

____________ is the essence of reading. ____________ is when students begin to form images in their minds as they read. They are able to predict what might happen next in a story because they understand what is currently happening in the story. Students who are in the ____________ stage of reading do not need to decode (sound out) words. They read fluently with prosody, automaticity, and accuracy.

Comprehension

Teachers perform _______ ________ or fluency reads to measure students’ reading progress. While the student reads, the teacher follows along. As the student reads, the teacher checks for automaticity, which is effortless, speedy word recognition. The teacher also checks the student’s accuracy and rate.

fluency checks

________ – comprises timing, phrasing, emphasis, and intonation that readers use to help convey aspects of meaning and to make their speech lively. ________ includes stopping at periods, pausing at commas, reading with inflection, and reading with expression.

Prosody

_____________ – is the fast, effortless word recognition that comes with repeated reading practice. When students are reading at > 95% accuracy, they have _____________.

Automaticity

________ – is the number of words a student reads correctly. Typically, ________ is measured by having students read aloud during a fluency read (also called a running record). The student reads and the teacher marks any words the student miscues.

Accuracy

______ – is the speed at which students read words correctly. _____ is typically expressed in correct words per min (wpm).

Rate

Stages of _______ 1. Accurate, automatic letter naming 2. Word reading 3. Reading connected text 4. Reading complex academic texts

Fluency

It is important to identify and understand the interrelationship among decoding skills (phonics and word analysis), fluency, and reading comprehension. *________ as the bridge between decoding and comprehension.

Fluency

It is important to identify and understand the interrelationship among decoding skills (phonics and word analysis), fluency, and reading comprehension. ________ is the bridge between fluency and comprehension

Prosody

Fluency supports __________ ____________. When students have the __________ ____________ to read through large sections of text and build meaning from that text, they are not wasting cognitive energy on decoding words. Instead, they are reading fluently, using their cognitive energy towards comprehension and critical thinking.

cognitive endurance

A teacher encourages second-grade English language learners to take a decodable passage home and read it 2 times each night for 5 nights. The primary purpose of this strategy would be to increase: A. Comprehension B. Phonics C. Automaticity D. Metacognition

C This is a repeated reading exercise. Repeated reading helps to increase automaticity and fluency.

The following instructional methods work to develop fluency and are effective strategies to increase automaticity, accuracy, prosody, and rate. _______ ________ - Reading aloud in unison with a whole class or group of students. _______ ________ helps build students’ fluency, self-confidence, and motivation. _______ ________ can be done a variety of ways. * Unison – The whole class reads together in unison. * Refrain – One student reads the narrative part of the text; the rest of the class reads the refrain. * Antiphon – The class is divided in two groups; one group reads one part, and the other group reads the other part.

Choral Reading

The following instructional methods work to develop fluency and are effective strategies to increase automaticity, accuracy, prosody, and rate. ________ ________ – Reading passages again and again, aiming to read more words correctly per minute each time. This helps to increase automaticity.

Repeated Reading

The following instructional methods work to develop fluency and are effective strategies to increase automaticity, accuracy, prosody, and rate. _______ ________ – Looking over the running record, analyzing why the student miscued, and employing strategies to help the student with miscues.

Miscue Analysis

The following instructional methods work to develop fluency and are effective strategies to increase automaticity, accuracy, prosody, and rate. __________ – ____________ individually with students to go over fluency goals and strategies is very effective. Teachers and students can look over fluency data and decide how to move forward to build better fluency.

Conferencing

The following instructional methods work to develop fluency and are effective strategies to increase automaticity, accuracy, prosody, and rate. _________ __________ – Following along as a student reads and marking when he or she makes a mistake or miscues. At the end, the teacher counts how many words correct per min (wcpm) the student read.

Running Records

The following instructional methods work to develop fluency and are effective strategies to increase automaticity, accuracy, prosody, and rate. _______ ________ – Often, students will keep their fluency data in a _______ ________. It is effective to chart progress over time so students can see their growth. Data should be kept confidential and only discussed between the teacher, student, and parents.

Data folders

The following question is how developing fluency might be presented on the exam. Fluency Strategy: ___________ Defintion: Reading text that is at the student’s independent reading level over and over again to help with fluency. Example: The teacher has a student read a passage and then re-read the passage several times over the course of a week to build automaticity and reading confidence. Helps with: Automaticity, rate, accuracy, prosody

Repeated reading

The following question is how developing fluency might be presented on the exam. Fluency Strategy: ___________ Defintion: Reading aloud in unison through a piece of text. Example: The teacher uses choral reading with ELL students to help them with fluency and confidence. Helps with: Accuracy, prosody

Choral reading

The following question is how developing fluency might be presented on the exam. Fluency Strategy: ___________ Defintion: A strategy for developing reading fluency. It engages students by having students read parts of a script. Example: Students are reading a story; each student is one of the characters in the book. Students read aloud through the text. Helps with: Prosody

Readers’ theater

The following question is how developing fluency might be presented on the exam. Fluency Strategy: ___________ Defintion: Students read silently on their own. Example: The teacher dedicates 15 minutes every day to having students read novels on their own. Helps with: Automaticity, accuracy, rate, prosody

Silent sustained reading

The following question is how developing fluency might be presented on the exam. Fluency Strategy: ___________ Defintion: Leveled reading books Example: Dick and Jane series Helps with: Automaticity

Basal reading

The following question is how developing fluency might be presented on the exam. Fluency Strategy: ___________ Defintion: Assessing students’, fluency by determining the student’s rate or how many words per min (wpm) a student reads correctly. Example: Following along as a student reads and marking when they make a mistake or miscue. At the end, the teacher counts how many words per min (wpm) the student read correctly. Helps with: Automaticity, accuracy, rate, prosody

Running records

The following question is how developing fluency might be presented on the exam. Fluency Strategy: ___________ Defintion: Looking over the running record, analyzing why the student miscued, and employing strategies to help the student with miscues. Example: After a fluency read, the teacher and student analyze the mistakes the student made and come up with strategies to fix those mistakes. Helps with: Accuracy

Miscue analysis

There are several ways teachers can differentiate instruction when guiding students through fluency skills. _________ __________ – When the teacher reads aloud, the teacher models effective fluency strategies in decoding, word analysis and recognition, and prosody. The teacher can do this by thinking aloud and demonstrating the thought process used when encountering difficult words.

Teacher modeling

There are several ways teachers can differentiate instruction when guiding students through fluency skills. ________-________ ________ – A phrase-cued text is a written passage that is divided according to natural pauses that occur in and between sentences. The pauses help students, whose reading lacks prosody, read with expression and with proper pacing. These types of texts also help students group words together for fluent reading.

Phrase-cued reading

There are several ways teachers can differentiate instruction when guiding students through fluency skills. _________ _______ – This involves the teacher reading aloud a text line by line or sentence by sentence modeling appropriate fluency. After reading each line, the students echo back the reading of the line with the same rate and prosody.

Echo reading

______ ________ are designed to entertain and inform outside the classroom. They can be used successfully in the classroom to heighten motivation in students. ______ ________ cover many topics, making it easy to align them to curriculum objectives. While textbooks cover a topic in a prescribed way, a ______ ________ may introduce or expand upon a topic by including it in a fictional setting, or alternatively, a non-fiction account from real life. ______ ________ have been shown to significantly increase students’ vocabulary, comprehension, fluency, and positive attitudes toward reading.

Trade books

A fourth-grade health teacher wants students to read a news article about a new health study involving kids and sleep. The teacher knows the text will be complex for some students who struggle. Which of the following would be most effective to support these students? A. Have struggling students take home extra reading for homework. B. Have students use silent sustained reading in class. C. Use a variety of leveled text and differentiate instruction based on needs. D. Have the reading coach come in and teach the class.

C When it comes to content area literacy, answer C has all the good words you should look for in the answer choices—variety of levels, differentiated instruction, based on needs. Extra homework and silent sustained reading are usually not the best answer choices. Relying on the reading coach to teach your class is not the most effective.

To differentiate instruction, the teacher must understand students’ reading levels. The table below breaks down reading levels in terms of fluency. Reading Level: __________ Accuracy: < 90% Example: The student struggles to read with automaticity and frequently stops to sound out words. The student makes more than six errors and rarely self-corrects.

Frustration

To differentiate instruction, the teacher must understand students’ reading levels. The table below breaks down reading levels in terms of fluency. Reading Level: __________ Accuracy: ≥ 95% Example: A student easily reads through a paragraph, exercising prosody and automaticity. The student makes only one error.

Independent

To differentiate instruction, the teacher must understand students’ reading levels. The table below breaks down reading levels in terms of fluency. Reading Level: __________ Accuracy: 90% Example: A student reads through a paragraph, mostly exercising prosody and automaticity. The student makes only six errors, but self corrects on most of the errors.

Instructional

Which type of vocabulary do students acquire first? A. Listening B. Speaking C. Reading D. Writing

A 1. Listening vocabulary 2. Speaking vocabulary 3. Reading vocabulary 4. Writing vocabulary

Which is NOT a best practice for vocabulary instruction? A. Model using context clues. B. Teach prefixes, suffixes, and roots. C. Use explicit instruction using a dictionary. D. Use word walls for target vocabulary.

C Vocabulary should never be taught using a dictionary. A dictionary can be used as a support or tool but should never be the center of the activity. Answers A, B and D are all effective in teaching vocabulary. Remember, effective vocabulary instruction allows students to apply the words in context (Answer A), uses structure to figure out meaning (Answer B), and helps students to interact with words authentically (Answer D).

Which of the following words would be considered a Tier 1 word? A. See B. Vulnerable C. Mitochondria D. Suspect

A Tier I words are used in everyday speech. These words are learned in conversation. They rarely require direct instruction. These words are often referred to as sight words. Tier II words are seen in across contexts as in Answers B (vulnerable) and D (suspect). Tier III words are domain specific and occur in certain content areas, as in Answer C (mitochondria).

Which of the following methods would be most appropriate for a teacher to measure students’ mastery of vocabulary words? A. Use a multiple-choice test. B. Have students participate in a vocabulary game. C. Have students memorize definitions. D. Have students apply the vocabulary in a writing assignment.

D Application is the way to show mastery. Applying skills to a task is a high- level activity. Therefore, D is the best answer. Multiple choice tests, games and memorization are not effective in measuring mastery.

What would be the most effective way to engage learners in conversational and general academic words? A. Writing assignment B. Roleplay C. Reading aloud D. Sight word memorization

B The key word in the question stem is conversational. Roleplay is the best activity for that. General academic language is the kind of language students would use in conversation. Reading aloud, sight word memorization, and writing assignments will not help students use conversational vocabulary.

Which of the following would negatively impact a student’s ability to quickly decode a word during a fluency read? A. A lack of phonics skills B. A lack of prosody C. A lack of comprehension D. A lack of semantics

A Decoding words requires students to use their phonics skills.

Which of the following would be the most effective intervention for a group of students at the instructional level of grade-level text? A. Have student engage in silent sustained reading of their grade-level text for 30 min. B. Use a small group echo reading activity with grade level text. C. Have students partner read grade level text and answer comprehension questions. D. Reduce the reading level of the text and have the student use repeated reading.

B Of all the interventions listed, echo reading is most effective for students reading at the instructional level. Silent sustained reading is not effective because if students are struggling, reading the text silently will not help them. Partner reading and answering comprehension questions do not support those who are at the instructional level. Finally, reducing the level is not appropriate because the students just need support at the instructional level. Reducing the reading level might further reduce students’ skill level.

How would a teacher measure a student’s fluency rate? A. Determining how many words correct per minute (wcpm) the student read B. Counting the miscues the student made in a passage C. Determining if the student read with inflection and expression D. Asking the student 5 comprehension questions after the reading

A Rate is measured in words correct per minute (wcpm). Rate measures speed.

Which of the following would be most appropriate for a 6th grade class that is working on prosody? A. Basal readers B. Think-pair-share C. Readers’ theater D. Silent sustained reading

C During readers’ theater, students read from a character’s perspective. This helps readers read with inflection and expression, which is what prosody is. Basal readers are too low for a 6th grade class. Basal reading is for beginning readers. Think-pair-share is appropriate for comprehension and collaborative learning. Silent sustained reading may help students work on their individual skills, but it does not help as well as readers’ theater.

If a teacher wants students to focus on accuracy in their reading, what should the teacher do? A. Have students time each other when they read. B. Have students read the passage slowly. C. Have students read with expression. D. Have students read silently.

B Having the students slow down while reading will help them to be more accurate. After they’ve read one time for accuracy, they can increase the speed and work on rate.

Students acquire listening comprehension before reading comprehension. Therefore, teachers must explicitly and systematically support students’ listening comprehension. This can be done a variety of ways. _________ _________– Have students listen to stories and then retell important parts of the story.

Listening centers

Students acquire listening comprehension before reading comprehension. Therefore, teachers must explicitly and systematically support students’ listening comprehension. This can be done a variety of ways. ______ ________ – Show students how to be active listeners by asking questions and clarifying information.

Active listening

Students acquire listening comprehension before reading comprehension. Therefore, teachers must explicitly and systematically support students’ listening comprehension. This can be done a variety of ways. ________ __________ – Have students engage in conversations with a partner and then retell what was discussed.

Partner conversations

Students acquire listening comprehension before reading comprehension. Therefore, teachers must explicitly and systematically support students’ listening comprehension. This can be done a variety of ways. _________ _______– Have a group of students tell a story. This starts with one student then the next adds to the story and then the next, and so on. Students must listen and comprehend to contribute to the story.

Group story

Ways to activate background knowledge: ________-______ ________ – As a whole class, discuss the topic or characteristics of the text before reading. Get students thinking about the concepts.

Whole-group discussions

Developing students’ speaking and listening skills will support their reading comprehension. _________ focuses on speaking and listening skills in language. _________ means dialogue.

Discourse

Ways to activate background knowledge: _________ _________ – Predetermine what questions you will ask before reading to help activate students’ understanding of the concepts, vocabulary, and structure of the text.

Guiding questions

Ways to activate background knowledge: ______ _____ __ ___ – Ask students questions that reflect their experiences with the characteristics of the text.

Relate text to self

Ways to activate background knowledge: Use _____-_____ _________ – Skim the chapter, look over headings, look at graphics, and identify key vocabulary.

pre-reading strategies

Ways to activate background knowledge: Pre-teach _______ ______ – Identify difficult words in the text and pre-teach those words before reading the text. This sets students up for success.

difficult vocabulary

Ways to activate background knowledge: Use ________ ______ __________ – Like KWL mentioned earlier, pre-reading graphic organizers can help students organize their thoughts and activate prior knowledge of the concepts in the text.

prereading graphic organizers

A balanced literacy program uses a combination of informational and literary texts. Text Type: ____________ Example: Written primarily to inform Literary nonfiction History/social science texts Science/technical texts Digital texts

Informational Text

A balanced literacy program uses a combination of informational and literary texts. Text Type: ____________ Example: Adventure Folktales Legends Fables Fantasy Realistic fiction

Literary Text

Effective teachers use several different activities and strategies to help students develop reading comprehension. The following is a strategies used to help students develop both literary and informational reading skills. Activity: __________ Definition: A cooperative learning activity in which each student, or groups of students, read and analyze a small piece of information that is part of a much larger piece. They share what they learned with the class. Example: Teachers arrange students in groups. Each group reads and analyzes a piece of a text. Group members then join with members of other groups, and each student shares and discusses his or her section of the text. As the group shares, the entire text is covered. It is referred to as Jigsaw because students complete the puzzle when they share their individual pieces.

Jigsaw

Chunking

Effective teachers use several different activities and strategies to help students develop reading comprehension. The following is a strategies used to help students develop both literary and informational reading skills. Activity: __________ Definition: Involves the use of evidence- based comprehension strategies embedded in teacher-guided discussions that are planned around repeated readings of a text. Example: Teacher reads the text aloud and models metacognitive strategies. Students and teacher read the text aloud together and answer guiding questions In cooperative groups, students reread the text, analyzing the text for different elements.

Close Reading

Effective teachers use several different activities and strategies to help students develop reading comprehension. The following is a strategies used to help students develop both literary and informational reading skills. Activity: __________ Definition: A writing activity where students use journals to react to what they read by expressing how they feel and asking questions about the text. Example: After reading a chapter of a book in class, the teacher asks students to use their reading response journals to respond to the story emotionally, make associations between ideas in the text and their own ideas, and record questions they may have about the story.

Reading Response Journals

Effective teachers use several different activities and strategies to help students develop reading comprehension. The following is a strategies used to help students develop both literary and informational reading skills. Activity: __________ Definition: A cooperative learning activity in which students work together to solve a problem or answer a question. Example: Think – The teacher asks a specific question about the text. Students “think” about what they know or have learned about the topic. Pair – Students pair up to read and discuss. Share - Students share what they’ve learned in their pairs. Teachers can then expand the “share” into a whole-class discussion.

Think-Pair- Share

Evidence- Based Discussion

Effective teachers use several different activities and strategies to help students develop reading comprehension. The following is a strategies used to help students develop both literary and informational reading skills. Activity: __________ Definition: A small-group, cooperative learning activity where students engage and discuss a piece of literature/text. Example: In their cooperative groups, students read and analyze text together. Each student contributes to the learning. There is an administrator who decides when to read and when to stop and discuss. There is a note taker who writes down important information. There are 2 readers who take turns reading the text based on the administrator’s suggestions.

Literature Circles

Reciprocal Teaching

Students can categorize the types of questions they engage in before, during, and after reading. QAR categorizes questions in 4 ways: _____ _____ – These are literal questions with answers that can be found directly in the text. Teachers will often say, “You can point to these answers directly in the text.”

Right there

Students can categorize the types of questions they engage in before, during, and after reading. QAR categorizes questions in 4 ways: ______ and _______ – Answers are gathered from several parts of the text and put together to make meaning.

Think and search

Students can categorize the types of questions they engage in before, during, and after reading. QAR categorizes questions in 4 ways: ___ ___ ____ – These questions do not require the student to have read the passage, but students must use their background or prior knowledge to answer the question.

On my own

SQ3R This is a comprehensive reading activity that stands for: * ______ – Students scan titles, headings, charts, graphs, etc. to get a feel for the entire text. * _______ – As students survey, they turn the headings into questions. * _____ – Students read the text for comprehension. * ______ – Students begin to answer the questions they generated. * _______ – Students summarize what they have read.

Survey Question Read Recite Review

Students can categorize the types of questions they engage in before, during, and after reading. QAR categorizes questions in 4 ways: _____ and _____ – For these questions, students are required to relate it to their own experience to the reading. This can also be referred to as text-to-self. They have to use their schema or background knowledge to answer these questions.

Author and you

Use small groups to allow students to read and analyze text together. _________ ______ is most effective when it is structured and when every student has a role in the outcome of the reading activity.

Cooperative learning

______ _______ is considered a best practice for reading comprehension. If you see _________ ______ as an option in an answer choice, it is most likely the correct answer. In addition, it may not say close reading and may instead describe _________ ______. Therefore, you should be able to identify it based on a description of the strategy.

Close reading

There are many ways to teach reading comprehension and support metacognition in students as they develop these skills. The following are skills to consider when teaching students to strengthen their reading comprehension: _____ ______ – This is multi-step, high-level thinking. Students are stretching in their thinking to analyze, evaluate, interpret, and synthesize information to reach a conclusion or make a judgment.

Critical Thinking

__________ is thinking about thinking. When students have __________, they understand the processes in their minds and can employ a variety of techniques to understand text.

Metacognition

There are many ways to teach reading comprehension and support metacognition in students as they develop these skills. The following are skills to consider when teaching students to strengthen their reading comprehension: ________ ________ – This requires students to create something by applying their skills. When students apply their skills, they are operating at a high cognitive level.

Creative Thinking

There are many ways to teach reading comprehension and support metacognition in students as they develop these skills. The following are skills to consider when teaching students to strengthen their reading comprehension: ___________ ________ – Students look back on and reflect upon their learning process to promote abstract thinking and to encourage the application of learning strategies to new situations.

Reflective Thinking

Strategies for boosting comprehension, critical thinking, and metacognition are: _________ – Asking students what they think will happen next.

Predicting

________ _______ is a hierarchical model used to classify educational learning objectives into levels of complexity and specificity. The higher up the pyramid, the more complex the thinking skills. The skills are represented as verbs on the pyramid. When answering questions on the exam regarding critical thinking, reference ________ _______. The skills (verbs) at the highest points of the pyramid are apply, evaluate, analyze, and create. When you are faced with a critical thinking problem on the test, visualize this pyramid, and look for answer choices that reflect the higher portions of the pyramid.

Bloom’s Taxonomy

Strategies for boosting comprehension, critical thinking, and metacognition are: __________ – Having students ask questions based on what they are reading.

Questioning

Strategies for boosting comprehension, critical thinking, and metacognition are: __________ – Asking students to summarize.

Summarizing

Strategies for boosting comprehension, critical thinking, and metacognition are: ______ _______/________ ________ – Teacher or student reads and stops to think aloud about what the text means.

Read aloud/think aloud

Strategies to guide students’ self-selection and to increase motivation and engagement _________ _________ are the heart of the reading classroom. It is important that _________ _________ have a range of literary and informational text. In addition, allowing students to self-select books is essential in motivating them to read. Here are some strategies in helping students self-select books.

Classroom libraries

On the exam, you will be required to identify proper practices and methods for choosing literature that supports and celebrates all cultures and that helps students see many perspectives. _________ of cultural representation is a crucial aspect of high-quality, multicultural literature, and books must contain current, correct information to avoid reinforcing stereotypes (Agosto, 2002; Shioshita, 1997).

Accuracy

On the exam, you will be required to identify proper practices and methods for choosing literature that supports and celebrates all cultures and that helps students see many perspectives. Presentation of ___________ or ________ – The information in the text should not leave out information that is unfavorable to the dominant culture.

information or issues

On the exam, you will be required to identify proper practices and methods for choosing literature that supports and celebrates all cultures and that helps students see many perspectives. _________ __________ – The dialogue in the text should accurately represent culturally-specific oral traditions (Landt, 2006).

Authentic dialogue

A graphic organizer is a visual display of students’ thinking processes as they work through text. There are many types of graphic organizers that serve different purposes. The following are a few of the main types of graphic organizers students use for literary and informational text. Teachers and students can use graphic organizers to promote higher-order thinking. _______ ______ – Compares and contrasts story elements, characters, setting, etc

Venn Diagram

A graphic organizer is a visual display of students’ thinking processes as they work through text. There are many types of graphic organizers that serve different purposes. The following are a few of the main types of graphic organizers students use for literary and informational text. Teachers and students can use graphic organizers to promote higher-order thinking. _______ ________ – Organizes elements of the story including characters, plot, sequence, and major events

Story map

A graphic organizer is a visual display of students’ thinking processes as they work through text. There are many types of graphic organizers that serve different purposes. The following are a few of the main types of graphic organizers students use for literary and informational text. Teachers and students can use graphic organizers to promote higher-order thinking. _________ – Organizes events in the story chronologically

Timeline

Sequence map

______________ is a higher order skill. While they read, students must create pictures in their minds, predict, summarize, question, and analyze. These methods are considered critical thinking skills. Teachers must help students develop these skills by: * Asking students higher-order questions * Using wait time to allow student time to process and think about the question * Increasing question complexity incrementally as students gain understanding * Engaging in text-based discussions * Requiring students use evidence to support claims

Comprehension

Genre of Writing: ____________ Subgenre: *Informational text – Text that informs the reader, such as a social science textbook or informational brochure. *Biographies – Text that tells the life of another person. The author is not the person in the biography. *Autobiographies – Text that describes one’s own life. The author is the subject of the autobiography. *Expository Nonfiction – Text that informs the reader. The author is objective. *Narrative Nonfiction – Text that presents a true story written in a style more closely associated with fiction.

Nonfiction

_________ are categories of artistic composition characterized by similarities in form, style, or subject matter. The main genres recognized in English language arts instruction are fiction, nonfiction, poetry, and drama. Subgenres are particular categories within a genre. For example, historical fiction is a subgenre of fiction.

Genres

Genre of Writing: ____________ Subgenre: *Comedy - Entertainment consisting of jokes and satirical sketches intended to make an audience laugh. *Tragedy – A play dealing with tragic events and having an unhappy ending, especially concerning the downfall of the main character.

Drama

Genre of Writing: ____________ Subgenre: *Fable – A short story that includes animals who speak and act like humans. There is usually a moral at the end of a fable. *Myth – A story that showcases gods or goddesses and typically outlines the creation of something. *Legend – A story that may have once been true but is exaggerated, usually about extraordinary human beings. *Fairy tale – A story that has both human and magical creatures in it.

Folklore

Genre of Writing: ____________ Subgenre: *Realistic fiction – Fictional stories that could be true. *Historical fiction – Fictional stories set during a real event or time in history. These stories will have historically accurate events and locations. *Science fiction – Fictional stories that focus on space, the future, aliens, and other galaxies. *Fantasy – Fictional stories that include monsters, fairies, magic, and/or other fantastical elements.

Fiction

Point of view in literary text. Narrative: __________ Definition: A narrator in the story recounts his or her own perspective, experience, or impressions. The pronouns I, we, me, us, are used in the text.

First Person

Genre of Writing: ____________ Subgenre: *Limerick – A humorous verse of three long and two short lines rhyming (aabba). *Sonnet – A poem of 14 lines using any of a number of formal rhyme schemes. *Epic – A long narrative that focuses on the trials and tribulations of a hero or god-like character who represents the cultural values of a race, nation, or religious group. *Haiku – A Japanese poem consisting of 3 lines and 17 syllables. Each line has a set number of syllables: line 1 has 5 syllables; line 2 has 7 syllables; line 3 has 5 syllables.

Poetry

Point of view in literary text. Narrative: __________ Definition: The story is written in the perspective of you.

Second Person

Point of view in literary text. Narrative: __________ Definition: The narrator remains a detached observer, telling only the action and dialogue.

Third Person Objective Third person narrative is often used in informational text because it is the most objective point of view.

Point of view in literary text. Narrative: __________ Definition: The narrator tells the story from the viewpoint of one character in the story.

Third Person Limited Third person narrative is often used in informational text because it is the most objective point of view.

Point of view in literary text. Narrative: __________ Definition: The narrator has unlimited knowledge and can describe every character’s thoughts and interpret their behaviors. Omniscient means all-knowing.

Third Person Omniscient Third person narrative is often used in informational text because it is the most objective point of view.

Denotation

Teachers must help students understand word choice and tone and how they impact meaning in text. Below are a few examples of the different types of word choices that can affect tone. ___________ – an idea or feeling that a word invokes in addition to its literal or primary meaning.

Connotation

Teachers must help students understand word choice and tone and how they impact meaning in text. Below are a few examples of the different types of word choices that can affect tone. _______ – an expression designed to call something to mind without mentioning it explicitly; an indirect or passing reference. There are three types of allusion: biblical, literary and historical.

Allusion

When teaching students to select words to achieve the maximum desired effect, have them consider the following. ___________ – Students can choose words for either their denotative meaning, which is the definition found in a dictionary, or the connotative meaning, which are the emotions, circumstances, or descriptive variations the word evokes.

Meaning

When teaching students to select words to achieve the maximum desired effect, have them consider the following. __________ – This helps students choose language that is concrete and directly related to the topic. Abstract words can be powerful tools when creating poetry, fiction, or persuasive rhetoric.

Specificity

When teaching students to select words to achieve the maximum desired effect, have them consider the following. __________ – Determining what audience students are writing for can help determine if the writing is meant to engage, amuse, entertain, inform, or incite.

Audience

When teaching students to select words to achieve the maximum desired effect, have them consider the following. ______ – _____ is an author’s attitude toward a topic.

Tone

When teaching students to select words to achieve the maximum desired effect, have them consider the following. _______ - Word choice is an element in the _____.

Style

When teaching students to select words to achieve the maximum desired effect, have them consider the following. ________ __ ________ – The level of diction an author chooses directly relates to the intended audience. Diction is classified into four levels of language: 1. Formal denotes serious discourse. 2. Informal denotes relaxed but polite conversation. 3. Colloquial denotes language in everyday usage. 4. Slang denotes new, often highly informal words and phrases that evolve as a result of sociolinguistic constructs such as age, class, wealth status, ethnicity, nationality, and regional dialects.

Level of Diction

Literary devices: Device: ____________ Definition: Using like or as. Examples: She was as thin as a rail.

Simile

Literary devices: Device: ____________ Definition: A description that conveys a clear picture to the reader Examples: The big, juicy burger with its melted cheese and ripe tomatoes made my mouth water.

Imagery

Literary devices: Device: ____________ Definition: Applying word or phrase to an individual or thing Examples: He was a lion filled with rage.

Metaphor

Literary devices: Device: ____________ Definition: The formation of a word from a sound associated with it Examples: Sizzle, kurplunk, POW!, BAM!

Onomatopoeia

Literary devices: Device: ____________ Definition: Attributing human characteristics to something not human Examples: The cat judged me from across the room.

Personification

Literary devices: Device: ____________ Definition: A word or phrase that means something different from its literal meaning Examples: It’s raining cats and dogs.

Idioms

Literary devices: Device: ____________ Definition: Exaggerated statements or claims not meant to be taken literally Examples: The cake must have weighed 500 pounds!

Hyperbole

Literary devices: Device: ____________ Definition: When words that start with the same sound are used repeatedly in a phrase or sentence Examples: Paul picked purple pickles in pink pants.

Alliteration

Literary devices: Device: ____________ Definition: Expression of one’s meaning by using language that normally signifies the opposite, typically for humorous or emphatic effect Examples: It was raining on National Picnic Day.

Irony

Literary devices: Device: ____________ Definition: When the author uses clues or imagery to express what might happen next Examples: The dark spot on the ceiling grew bigger and bigger. This is written before a pipe bursts and floods the house.

Foreshadow

____________ is the essence of reading. This is when students begin to form images in their minds as they read. They are able to predict what might happen next in a story because they understand what is happening in the story. Students who are in the ____________ stage of reading do not need to decode (sound out) words. They read fluently with prosody, automaticity, and accuracy.

Comprehension

Levels of Comprehension Students have different levels of comprehension at different times. In addition, comprehension questions assess different types of reading comprehension. __________ __________ – The student can answer questions that are indirectly referenced in the text but not explicitly stated.

Inferential comprehension

Levels of Comprehension Students have different levels of comprehension at different times. In addition, comprehension questions assess different types of reading comprehension. __________ _________ – The student can answer questions that can be found in the text.

Literal comprehension

Understanding structural elements of text can positively impact students’ literacy skills. When students understand the structure of text, they can construct, examine, and extend the meaning in text, which leads to a depth of understanding of the text. _______ ______ and ________ – The story or passage has an overarching viewpoint or idea and then supports that idea with details throughout the text.

Main Idea and Details

Levels of Comprehension Students have different levels of comprehension at different times. In addition, comprehension questions assess different types of reading comprehension. ________ ________ – The student can move beyond the text and form an opinion about the text based on what is read.

Evaluative comprehension

Understanding structural elements of text can positively impact students’ literacy skills. When students understand the structure of text, they can construct, examine, and extend the meaning in text, which leads to a depth of understanding of the text. _______ and _______ – The story or passage presents something that happens and then the result or effect of an action.

Cause and Effect

Understanding structural elements of text can positively impact students’ literacy skills. When students understand the structure of text, they can construct, examine, and extend the meaning in text, which leads to a depth of understanding of the text. ______ and _______ – The story or text finds similarities and differences between and among people, places, and situations.

Compare and Contrast

Understanding structural elements of text can positively impact students’ literacy skills. When students understand the structure of text, they can construct, examine, and extend the meaning in text, which leads to a depth of understanding of the text. ____________ – The story or passage goes in order by time.

Chronological

Understanding structural elements of text can positively impact students’ literacy skills. When students understand the structure of text, they can construct, examine, and extend the meaning in text, which leads to a depth of understanding of the text. _________ and ________ – The story or passage presents a problem and then possible solutions to the problem.

Problem and Solution

Understanding structural elements of text can positively impact students’ literacy skills. When students understand the structure of text, they can construct, examine, and extend the meaning in text, which leads to a depth of understanding of the text. _______ ________ – Words or phrases that help the reader answer questions about the text. Key details give information by asking questions like who, what, where, when, and why.

Key Details

Understanding structural elements of text can positively impact students’ literacy skills. When students understand the structure of text, they can construct, examine, and extend the meaning in text, which leads to a depth of understanding of the text. _________ – A conclusion based on evidence and reasoning. A logical “guess” based on something that is happening in the story.

Inferences

Students are reading the excerpt below: When she was sixteen years old, she was elected class president. She would later use those skills when she was elected governor in 1988. During her time as governor, she helped to create jobs in the state. When she retired, she volunteered with local organizations. What type of text structure are the students reading? A. Cause and Effect B. Problem and Solution C. Compare and Contrast D. Chronological

D This excerpt is in chronological order. It starts with the main character in high school. Then it moves to when she was governor. Finally, it showcases her retirement. This is in sequential order in time; therefore, it is chronological order.

A teacher has provided students with a graphic organizer that will prompt them to do the following: 1. Read through the passage with your reading partner. 2. Circle words you are unsure about. 3. Summarize key details in the passage. 4. Explain relationships in the passage. 5. Identify words that are domain specific. The graphic organizer is likely to be most effective in: A. Supporting students’ prosody and automaticity B. Teaching students to organize ideas C. Encouraging students to use text features to derive meaning D. Promoting students’ close interaction with the text.

D This is a type of close reading strategy. The students are interacting with text in multiple ways. Remember, the question is asking for the skill the organizer is most effective in developing.

Students are using a timeline to organize events in a history passage. What benefit does the timeline provide? A. It allows students to visualize events in the passage. B. It allows students to compare and contrast events in the passage. C. It allows students to organize ideas based on evidence in the passage. D. It allows students to map elements in the passage.

A Timeline – Visualize events Venn Diagram – Compare and Contrast Outline – Organize ideas in the passage Semantic map – Map elements in the passage based on meaning

Students have been working on a social science unit for some time. The teacher wants to increase students’ critical thinking about certain topics within the unit. What would be the most effective approach? A. Have students work in their literature circles to evaluate text, present their claims and ideas, and find areas in the text that support those claims and ideas. B. Have students read a piece of text, debate the sides of the topic, and determine a winner of the debate. C. Have students work in collaborative groups, read a selection of text, and answer comprehension questions at the end of the text. D. Have students pick a topic presented in the unit, use the Internet to research that topic, and write a detailed essay about the topic.

A Remember Bloom’s Taxonomy when you see questions about critical thinking. All of these answer choices are good activities. However, there is only one with critical thinking elements in it—evaluating text and supporting claims using evidence. Answer A is the best choice.

Which of the following activities would be most appropriate in developing metacognition in students? A. Partner fluency reading B. Sight word memorization C. Essay writing D. Read aloud/think aloud

D Metacognition is thinking about the process of thinking. Even if you did not know that definition, you probably know that cognition has to do with thinking. The only answer choice with the word think in it is Answer D—read aloud/think aloud. In this activity, the teacher models the reading thought process as the teacher reads aloud. The teacher demonstrates how to figure out confusing words, derive meaning, and move through the text by modeling the thought process taking place.

If a student is reading with automaticity, the student is: A. Reading through the text, only stopping at words he or she needs to decode B. Reading with inflection and expression C. Reading effortlessly through the text at >95% accuracy D. Reading through the text using sight words

C Automaticity means the student is automatically recognizing words and moving through the text effortlessly. Answer A indicates the student is decoding words, which is the opposite of automaticity. Answer B describes prosody not automaticity. Answer D is not related.

A teacher wants to help students understand how different perspectives in a story can change the meaning for of the text. Which of the following activities would be most effective to demonstrate this? A. Generate questions about the story as students read aloud. B. Evaluate the different points of view in the text. C. Identify key vocabulary words that contribute to the text’s meaning. D. Discuss with a partner the tone of the text and how it affects meaning.

B Perspective has to do with point of view. In this scenario, students can determine if the text is written from 1st, 2nd, or 3rd person narrative and discuss how that affects meaning.

A student understands vocabulary and is a fluent reader; however, the student has difficulty with comprehension. What is the most effective instructional approach the teacher can take to improve the student’s comprehension? A. Question generation B. Timed reading C. Repeated reading D. Sight word memorization

A Comprehension involves higher-order, critical thinking. It also requires metacognition. Question generation is a higher-order skill that aids in comprehension. Answers B, C, and D all support fluency, not comprehension.

Students in a 3rd grade class are learning the difference between opinion and fact. Which of the following activities would be most effective in helping students understand the difference? A. Have a guest speaker come in and talk about bias in commercials. B. Have students read about fact and opinion in their cooperative groups. C. Display different advertisements in the front of the class and discuss why some use facts while others use opinion. D. Have students complete a multiple-choice test on fact vs. opinion and then discuss their answers.

C Answer C is the best answer because students are looking at actual advertisements which brings the activity into the real world. A guest speaker, in Answer A, is not effective because that is essentially a lecture on the subject. Multiple choice tests are usually not the correct answers on this exam, especially for young students.

A fifth-grade class is preparing to read an adaptation of Shakespeare’s Hamlet. The teacher will be using several strategies with the students. Match the skills below to the appropriate strategy. *Activate prior knowledge * Understanding text structure *Using metacognition *Building Comprehension A. The teacher and students discuss what they already know about Shakespeare and that time period. B. Students fill out a graphic organizer that focuses on sequence and plot. C. The teacher thinks aloud to model the process of working through difficult words. D. The teacher and students look over the elements of the play, dialogue, and genre.

A. Activate prior knowledge B. Building comprehension C. Using metacognition D. Understanding text structure

Writing clearly and coherently is extremely challenging for elementary-age students. Therefore, teachers must provide students with tools to help with the writing process. There are several ways teachers can help students write clearly and coherently. __________ – These assessment tools outline expectations for student writing. Students should not have to guess what the teacher wants to see in the writing assignment. Rubrics outline a set of parameters that help students focus their writing.

Rubrics

Writing clearly and coherently is extremely challenging for elementary-age students. Therefore, teachers must provide students with tools to help with the writing process. There are several ways teachers can help students write clearly and coherently. ___________ ________ – These writing workshops help students revise their writing. Peer reviews, brainstorming sessions, and editing roundtables can help students revise their writing in an effective manner. It is important to remember that for cooperative learning to be effective, it must be organized, and everyone in the group must have a role.

Cooperative learning

Writing clearly and coherently is extremely challenging for elementary-age students. Therefore, teachers must provide students with tools to help with the writing process. There are several ways teachers can help students write clearly and coherently. ______________ – It is important that students organize their writing by first mapping what they are going to write. Mind maps and other graphic organizers can help students do this.

Organization

Transitional words

Precise language

Writing clearly and coherently is extremely challenging for elementary-age students. Therefore, teachers must provide students with tools to help with the writing process. There are several ways teachers can help students write clearly and coherently. ______________ – These formulas allow students to follow a step-by-step structure as they write. This allows students to plug their information into the pre-established formula. As the students get more proficient in writing, they can modify or abandon the formula.

Frameworks

Linking words

Figurative language

Temporal words

Dialogue

On the exam, you will be required to identify effective instructional methods for teaching writer’s craft. Writer’s craft is the techniques, language, and approaches used in writing to make the writing appealing to the reader. Writer’s craft includes using: ____________ __________ – the practice of varying the length and structure of sentences to avoid monotony and provide appropriate emphasis. It makes the writing lively and unpredictable. It’s pleasing to the reader. Using transition words, punctuation, complex sentences all contribute to __________ _________. * These sentences lack variety: He went to the store. He bought a candy bar. He was happy. * This sentence has variety: He went to the story and bought a candy bar, which made him happy.

Sentence variety

Stages of the writing process __-________ – Brainstorming, considering purpose and goals for writing, using graphic organizers to connect ideas, and designing a coherent structure for a writing piece.

Pre-writing

Stages of the writing process _________ – Working independently to draft the sentence, essay, or paper.

Drafting

Stages of the writing process ___ ______ – Students evaluate each other’s writing in the peer review process.

Peer review

Stages of the writing process _________ – Reworking a piece of writing based on structure, tone, and clear connections.

Revising

Stages of the writing process ______ – ______ based on conventions and mechanics.

Editing

Stages of the writing process ________- – Incorporating changes as they carefully write or type their final drafts.

Rewriting

Stages of the writing process __________ – Producing and disseminating the work in a variety of ways, such as a class book, bulletin board, letters to the editor, school newsletter, or website.

Publishing

There are four main modes of writing: _________/_________ – Writing that persuades or convinces using support, details, and examples from the text in logical order. In early grades, this is called opinion writing.

Opinion/argumentative

There are four main modes of writing: __________/__________ – Writing that informs, explains, or tells “how to” without using opinions (just the facts).

Informative/explanatory

There are four main modes of writing: ___________ – Writing that describes or helps form a visual picture using sensory details and spatial order.

Descriptive

There are four main modes of writing: ___________ – A first-person account that tells a story as it happens using sensory details and chronological order.

Narrative

Point of view impacts the relationship the reader has with the story. The world the author is attempting to create depends on the point of view. Point of View: ___________ Definition: The narrator is not in the story. Key words: she/he, her/his Example: Where the Red Fern Grows by Wilson Rawls

3rd person

Point of view impacts the relationship the reader has with the story. The world the author is attempting to create depends on the point of view. Point of View: ___________ Definition: The story is told from a character in the story. Key words: I, me, she Example: Tales of the fourth Grade Nothing by Judy Blume

1st person

Point of view impacts the relationship the reader has with the story. The world the author is attempting to create depends on the point of view. Point of View: ___________ Definition: Puts the reader in the story. Key words: you, your Example: Recipe books, instructions, how-to books, choose your own adventure books

2nd person

Students can use the different types of text structures to organize their writing. The following table outlines the types of text structures used in writing. Text Structure: ___________ Definition: Analyzes two or more items to establish similarities/differences Example: The hungry bunny eats grass, while the hungry hawk eats rabbits.

Compare and contrast

Students can use the different types of text structures to organize their writing. The following table outlines the types of text structures used in writing. Text Structure: ___________ Definition: Gives information in order of occurrence Example: First, settlers arrived in the colonies and built their homes. Next, settlers began to farm. Finally, settlers set up a government.

Chronological sequence

Students can use the different types of text structures to organize their writing. The following table outlines the types of text structures used in writing. Text Structure: ___________ Definition: Describes things as they appear Example: The store was located just south of the old bridge and to the east of Dr. Miller’s office.

Spatial sequence

Students can use the different types of text structures to organize their writing. The following table outlines the types of text structures used in writing. Text Structure: ___________ Definition: Gives reason/explanation for happening Example: One of the reasons grasses are producers is because grasses are considered plants that make their own food. This allows grasses to produce energy in the form of carbohydrates for animals to eat.

Cause and effect

Students can use the different types of text structures to organize their writing. The following table outlines the types of text structures used in writing. Text Structure: ___________ Definition: Descriptive details about characteristics, actions, etc. Example: The traveler came upon a beautiful meadow with vibrant green grass and a cloudless sky.

Description

Students can use the different types of text structures to organize their writing. The following table outlines the types of text structures used in writing. Text Structure: ___________ Definition: Sets up a problem and outlines a solution Example: The third pig knew the wolf would be coming to the neighborhood, so he built his house out of strong brick.

Problem and solution

3 elements that shape the content in a piece of writing: _______ – This refers to the overall feeling of the piece of writing. When writing a narrative vs. an opinion, the ______ or position may be different depending on the content. The ______ will convey a specific attitude toward the audience and the subject. For example, Pete the Cat by Eric Litwin and James Dean expresses an optimistic _______. Pete the Cat runs into various obstacles but eventually prevails by having a positive attitude.

Tone

3 elements that shape the content in a piece of writing: _______ – This refers to the reason for the piece of writing. Is the student writing to persuade, to entertain, or to explain? For example, if a student is writing her state representative to pass a new law, she should write a persuasive essay. However, if she is writing to her grandmother to describe how summer camp is going, she should write a narrative. Establishing a _______ for the piece of writing is an important step in the writing process.

Purpose

3 elements that shape the content in a piece of writing: ___________ – This refers to the individuals the writer expects to read the piece of writing. As explained above, a student will write very differently in a letter to her grandmother than she will in a letter to her congressional representative. Understanding the _______ is a key component of the writing process.

Audience

It is very important that teachers focus on revision and the recursive process of writing. Effective writing is not a linear process. Students should be taught the writing process is flexible and recursive. If you see the terms flexible or recursive attached to writing on this exam, slow down because it is most likely the correct answer.

Test Tip!!

________ are used to convey expectations and criteria of an assessment. ________ are often used to grade students’ writing. ________ provide an explicit breakdown of the elements assessed. ________ also provide teachers with a framework to implement specific and meaningful feedback. ________ should be given to students: * Before writing to convey explicit expectations. * During writing so students can check their progress. * After writing to communicate grades/progress.

Rubrics

For this exam, you will need to understand the basic rules of English grammar. While you will not be asked a lot of grammar specific questions, there will be questions that assess your ability to determine the error and a strategy to fix the student’s error. Part of Speech: _______ Description: person, place or thing Example: car, boat, pilot, rock

Noun

For this exam, you will need to understand the basic rules of English grammar. While you will not be asked a lot of grammar specific questions, there will be questions that assess your ability to determine the error and a strategy to fix the student’s error. Part of Speech: _______ Description: replaces a noun Example: it, he, she, him/her, they, them

Pronoun

Verb

For this exam, you will need to understand the basic rules of English grammar. While you will not be asked a lot of grammar specific questions, there will be questions that assess your ability to determine the error and a strategy to fix the student’s error. Part of Speech: _______ Description: describes nouns Example: pretty, exciting, small, big

Adjective

For this exam, you will need to understand the basic rules of English grammar. While you will not be asked a lot of grammar specific questions, there will be questions that assess your ability to determine the error and a strategy to fix the student’s error. Part of Speech: _______ Description: modifies verbs or adjectives Example: slowly, quickly, well, pleasantly

Adverb

For this exam, you will need to understand the basic rules of English grammar. While you will not be asked a lot of grammar specific questions, there will be questions that assess your ability to determine the error and a strategy to fix the student’s error. Part of Speech: _______ Description: word placed before a noun or pronoun to form a phrase modifying another word Example: by, over, under, with, for

Preposition

For this exam, you will need to understand the basic rules of English grammar. While you will not be asked a lot of grammar specific questions, there will be questions that assess your ability to determine the error and a strategy to fix the student’s error. Part of Speech: _______ Description: words that join clauses or phrases Example: for, and, nor, but, or, yet, so (FANBOYS)

Conjunction

For this exam, you will need to understand the basic rules of English grammar. While you will not be asked a lot of grammar specific questions, there will be questions that assess your ability to determine the error and a strategy to fix the student’s error. Part of Speech: _______ Description: words that express emotion Example: Oh! Wow! Yiikes!

Interjection

Standard verb forms Typically, verb form is assessed on the exam with questions that test your ability to spot and correct errors in incorrect form use. Verb Form: ___________ Definition: The simple form of the verb is the main verb in the present tense. Example: I dance at the wedding. The boys walk to school. I buy clothes at my favorite store.

Simple or base form

Standard verb forms Typically, verb form is assessed on the exam with questions that test your ability to spot and correct errors in incorrect form use. Verb Form: ___________ Definition: Most verbs in English form the third-person singular by adding -s or -es to the simple or base form of the verb. These actions are in the present tense. Example: She dances after school. The boy walks to school. The child watches TV.

Third person singular present (s form)

Standard verb forms Typically, verb form is assessed on the exam with questions that test your ability to spot and correct errors in incorrect form use. Verb Form: ___________ Definition: This is the basic past tense of the verb. For regular verbs, add -ed to the root form of the verb (or just -d if the root form already ends in an e). However, some past tense verbs are irregular and do not have -ed attached to the end. Example: She danced in yesterday’s competition. The kids watched the ballgame last night. The contest was held in the auditorium. The workers built the house quickly.

Past tense form

Standard verb forms Typically, verb form is assessed on the exam with questions that test your ability to spot and correct errors in incorrect form use. Verb Form: ___________ Definition: A verb ending in -ing is either a present participle or a gerund. These two forms look identical. The difference is in their functions in a sentence. Example: Present participle: * He is painting in class. * She was dancing in the street. * I see the kids playing in the yard. Gerund – When the verb is the subject and functions as a noun * Painting is a fun activity. * Eating dirt is a bad idea. * Walking to school is easier than driving.

-ing form

Standard verb forms Typically, verb form is assessed on the exam with questions that test your ability to spot and correct errors in incorrect form use. Verb Form: ___________ Definition: The past participle is also used with had or have to form the past perfect tense. Example: I have driven that route before. She had tried to call him before the party. I have completed my homework.

Past participle form

You will see questions on the exam about helping students increase their writing skills by using sentence variety. Sentence Type: _____________ Explanation: Consists of one independent clause Example: I went to the store.

Simple sentence

You will see questions on the exam about helping students increase their writing skills by using sentence variety. Sentence Type: _____________ Explanation: Consists of two independent clauses. Ensure that there is a comma between two independent clauses in a compound sentence. The comma should be followed by a coordinating conjunction (FANBOYS). Example: I went to the store, and I bought milk.

Compound sentence

You will see questions on the exam about helping students increase their writing skills by using sentence variety. Sentence Type: _____________ Explanation: Consists of an independent clause and a dependent clause. When the sentence starts with a dependent clause, a comma is needed after the clause Example: When I went to the store, I bought milk.

Complex sentence

You will see questions on the exam about helping students increase their writing skills by using sentence variety. Sentence Type: _____________ Explanation: Consists of at least two independent clauses and at least one dependent clause Example: When I went to the store, I bought milk, and I bought cheese.

Compound complex sentence

Identifying independent and dependent clauses An _________ ______ contains a subject and a verb and expresses a complete thought. An independent clause can stand on its own as a sentence.

independent clause

Identifying independent and dependent clauses A __________ ______ contains a noun and a verb but does not express a complete thought. A dependent clause cannot be a sentence on its own.

dependent clause

Which of the following is most important for students to consider when they are writing? A. The ability to adapt communication in relation to audience, task, purpose, and discipline B. The ability to use transition words to give writing variance and flow. C. The ability to use proper grammar and punctuation. D. The ability to organize paragraphs so the writing has continuity.

A According to the Common Core Standards, students should adapt their communication in relation to audience, task, purpose, and discipline. All the other answer choices are important but not as important as answer A. In addition, a test tip for this is answers B, C, and D are the same in terms of importance. Therefore, we can eliminate those and go with answer A.

1) The American alligator is a reptile. 2) The American alligator is an apex predator. 3) An apex predator is a predator at the top of the food chain. 4) Other apex predators are lions and tigers. 5) The American alligator lays eggs in sticks, leaves and mud. Which of the following would strengthen the paragraph in terms of complex sentences? A. Change sentences 1 and 2 by combining them with punctuation. B. Delete sentence 4. C. Use varied vocabulary for the term predator. D. Add a comma after leaves in sentence 5.

A Because the question is focused on complex sentence structure, combining sentences 1 and 2 is the best answer because it is concerned with complex sentences. Combining 1 and 2 would make it a complex sentence.

1) The American alligator is a reptile. 2) The American alligator is an apex predator. 3) An apex predator is a predator at the top of the food chain. 4) Other apex predators are lions and tigers. 5) The American alligator lays eggs in sticks, leaves and mud. What would be appropriate feedback to share with the student who wrote the paragraph above? A. “You use the term American alligator a lot. Try combining sentences to give the paragraph varied language.” B. “Your writing does a great job describing your knowledge about the American alligator. Consider deleting sentence 4 so it doesn’t take away from your overall theme.” C. “Good job! Keep up the great work!” D. “Consider using a closing statement at the end.”

B When giving feedback on student writing, always start with a positive comment first, and then suggest ways to strengthen the piece. Answer B does that.

1) The American alligator is a reptile. 2) The American alligator is an apex predator. 3) An apex predator is a predator at the top of the food chain. 4) Other apex predators are lions and tigers. 5) The American alligator lays eggs in sticks, leaves and mud. Which of the following activities would benefit the student who wrote the essay above? A. Showing a video tutorial on how to format a research paper. B. Allowing the student to use spell check. C. Using small group instruction on combining sentences with different punctuation. D. Facilitating a whole-group presentation on vocabulary.

C A workshop on complex sentences and combining sentences with punctuation would be most beneficial to this student based on the writing.

Read the following paragraph and determine the text structure. A powerful tornado appeared out of nowhere. It was a tri-state tornado with high winds going about 200 mph. The people in the town were terrified because they’ve never seen a tornado of that size. Over 200 homes were destroyed that day. A. Problem and solution B. Chronological and sequential C. Descriptive D. Cause and effect

D This is an example of the tornado (cause) impacting a town and homes (effect). No solutions are discussed, which eliminates answer A. The passage is not in chronological order. Finally, while there is some description of the tornado, cause and effect fits better than description.

Use the student sample below to answer the following question. Julie and Mary go to the same school. Julie likes math. Mary likes reading class. Julie and Mary have been friends for a long time. Which of the following activities can the teacher use to help this student with writing? A. Use a linking word activity to help the student achieve sentence variety in his writing. B. Work on a punctuation worksheet to improve the students’ use of periods. C. Diagram sentence to help the student understand prepositional phrases. D. Work on modes of writing so the student can improve persuasive writing.

A This writing lacks transitional words or linking words to achieve sentence variety. As is, the sentences are robotic. Therefore, answer A is the best choice.

A teacher is helping students use graphic organizers, brainstorming, revision, and editing in their writing. After they read their first drafts, the teacher encourages them to go back to their graphic organizers and add important elements and add those to the writing. The teacher also has students reread their writing and revise when they feel the writing is confusing or lacking detail. What is the teacher’s focus? A. The writing process is finite, and mistakes should be made in the beginning to avoid errors later. B. The writing process is flexible and recursive, and the focus should be on revision. C. Once students can see their mistakes in their writing, they can fix them for better understanding. D. Once students read their work, they will be able to focus on the final draft.

B It is very important that teachers focus on revision and the recursive process of writing. Effective writing is not a linear process. Students should be taught the writing process is flexible and recursive. If you see the terms flexible or recursive attached to writing on this exam, slow down because it is most likely the correct answer.

A teacher is reading the following student’s work. I like school. I like music class. Lunch is my favorite part of the day. Which of the following feedback would be best to help this student? A. “You use complete sentences in your writing. Great job and keep up the good work.” B. “Your sentences are boring and robotic. You will want to fix that before you turn in the final draft.” C. “You use complete sentences in your writing. Great job. Consider using conjunctions and punctuation to achieve sentence variety.” D. “Check your writing against the rubric. Did you follow the instructions about complex sentences?”

C Feedback should be specific and meaningful. Therefore, answer C is the best feedback for this situation.

Which of the following assessment tool is the most effective for writing because it clearly conveys expectations and helps students check their work against predetermined criteria? A. Writing workshop B. Writing worksheets C. Grammar and spelling tests D. Writing rubric

D Rubrics are used to convey expectations and criteria of an assessment. Rubrics are often used to grade students’ writing. Rubrics provide an explicit breakdown of the elements assessed. Rubrics also provide teachers with a framework to implement specific and meaningful feedback.

Identify the mistake the student made below. They was going to the store with friends. A. Pronoun/antecedent agreement B. Subject/verb agreement C. Run-on D. Fragment

B This is a problem with subject-verb agreement. The pronoun they should agree with the verb were. Instead, the student used the verb was, which is a subject-verb agreement issue.

Constructed Response There are two main types of assessments in measuring reading skills: code-based and meaning-based assessments. Is it either code-based or meaning-based? *Concepts about print *Manipulate sounds in words *Alphabet knowledge *Word recognition

Code-Based Skills

Constructed Response _____________ _________- (code-based) – A common assessment used to measure phonemic awareness is the Dynamic Indicators of Basic Early Literacy Skills or DIBELS®. This assessment is a set of procedures and measures for assessing the acquisition of literacy skills. Two measures that can be used to assess phonemic segmentation skills are: 1. Initial Sounds Fluency (ISF) 2. Phonemic Segmentation Fluency (PSF)

Phonemic awareness

Constructed Response There are two main types of assessments in measuring reading skills: code-based and meaning-based assessments. Is it either code-based or meaning-based? * Concepts about the world (prior knowledge) *Vocabulary *Comprehension *Oral language

Meaning-Based Skills

Constructed Response ___________ (code-based) – The Basic Phonics Skills Test III (BPST III) is a phonics assessment that includes the recognition of letter sounds, specific phonics patterns, and the blending of single syllable and polysyllabic words out of context. It is recommended that this test be given to students in K-2.

Phonics

Constructed Response ____________ ____________ (meaning-based) – An informal reading inventory (IRI) is a common assessment to measure students’ comprehension. While this method will be discussed in more detail in subsequent sections of the book, an IRI is used after a student reads a passage or piece of text. The teacher asks specific questions about the text to determine the student’s reading comprehension.

Text comprehension

Constructed Response __________ (meaning-based) – Running records are often used for fluency assessment. The student reads aloud to the teacher. The teacher follows along with the same text. The teacher then counts how many words correct per min (wcpm) the student read. This helps to measure the students’ reading rate.

Fluency

Constructed Response ______________ (meaning-based) – The Vocabulary Knowledge Scale (VKS) is a self-report assessment that is consistent with incremental stages of word learning. The VKS has 5 categories: 1. I don’t remember seeing this word. (1 pt) 2. I have seen this word, but I do not know what it means. (2 pts) 3. I have seen this word, and I think I know what it means. (3 pts) 4. I know this word and what it means. (4 pts) 5. I can use this word in a sentence. (5 pts)

Vocabulary

Constructed Response For phonemic awareness, there are many ways to assess students’ skills. The following are a few ways to use __________ and __________ assessment to measure phonemic awareness. * Identifying Initial Sounds * Blending Onset/Rime * Phoneme Segmentation * Phoneme Manipulation * Phoneme Deletion

ongoing and informal

Constructed Response This exam will test your ability to differentiate instruction based on students’ individual needs. Reading teachers use and interpret data from multiple sources to help students reach their learning goals. This data can come from formal and informal assessments. Ongoing __________ Assessments __________ assessments are sometimes referred to as informal and ongoing. They can produce qualitative data—observational data, anecdotal data—or quantitative data—test scores, reading levels. Types of __________ assessments include: * Observations * Exit tickets * Quizzes * Running record * Spelling tests

Formative

Constructed Response This exam will test your ability to differentiate instruction based on students’ individual needs. Reading teachers use and interpret data from multiple sources to help students reach their learning goals. This data can come from formal and informal assessments. ___________ Assessments ___________ assessments are formal and outcome driven. Use ___________ assessments at the end of learning to measure objectives, skills, or outcomes. Typically, ___________ assessments produce quantitative data. Performance-based assessments, such as a science lab or presentation, can also be ___________ assessments. * Mid-term/final exam * District benchmark tests * State assessments * Final performance-based assessments like a research paper or presentation * Chapter tests * Science lab at the end of a unit * History fair project

Summative

Constructed Response Use and characteristics of different types of assessments (criterion-referenced, norm-referenced, formative, etc.). Assessment Type: _______________ Definition: An assessment that focuses on the outcomes. It is frequently used to measure the effectiveness of a program, lesson, or strategy. Example: A reading teacher gives a mid-term exam at the end of the semester mastery of standards.

Summative

Constructed Response Use and characteristics of different types of assessments (criterion-referenced, norm-referenced, formative, etc.). Assessment Type: _______________ Definition: A range of formal and informal assessments or checks conducted by the teacher before, during, and after the learning process in order to modify instruction. Example: A teacher walks around the room checking on students as they read. She might also write anecdotal notes to review later to help her design further instruction.

Formative

Constructed Response Use and characteristics of different types of assessments (criterion-referenced, norm-referenced, formative, etc.). Assessment Type: _______________ Definition: A pre-assessment providing instructors with information about students’ prior knowledge, preconceptions, and misconceptions before beginning a learning activity. Example: Before starting a reading unit on Earth space science, a teacher gives a quick assessment to determine students’ prior knowledge of concepts in the text. She uses this information to make instructional decisions moving forward.

Diagnostic

Constructed Response Use and characteristics of different types of assessments (criterion-referenced, norm-referenced, formative, etc.). Assessment Type: _______________ Definition: An assessment that measures students’ ability to apply the skills and knowledge learned from a unit or units of study. These assessments challenge students to use their higher-order, critical thinking skills to create a product or complete a process. Example: After reading text about the Civil War, students develop stories about different historical figures in the war. Students then perform these stories in front of the class and answer questions.

Performance- Based

Constructed Response Use and characteristics of different types of assessments (criterion-referenced, norm-referenced, formative, etc.). Assessment Type: _______________ Definition: An assessment that measures student performance against a fixed set of predetermined criteria or learning standards. Example: At the end of the spring semester, students take the state standardized reading assessment. The state uses the scores for accountability measures.

Criterion- Referenced

Constructed Response Use and characteristics of different types of assessments (criterion-referenced, norm-referenced, formative, etc.). Assessment Type: _______________ Definition: An assessment or evaluation that yields an estimate of the position of the tested individual in a predefined population with respect to the trait being measured. Example: The NAEP is an exam given every few years for data purposes only to compare students’ reading scores across the U.S.

Norm- Referenced (Percentile)

Constructed Response Use and characteristics of different types of assessments (criterion-referenced, norm-referenced, formative, etc.). Assessment Type: _______________ Definition: An assessment used to place students in appropriate classrooms or grade level. Example: Students are typically screened throughout the year to determine at what level they are reading. Placement decisions are made based on the outcomes of the screening.

Universal Screening

Constructed Response A teacher is conducting an informal assessment with a student to measure the student’s phonemic awareness. Which of the following indicates the student’s proficiency in phonemic awareness? A. The student can identify the beginning sound in a word. B. The student can substitute the beginning and ending sounds in a word. C. The student can clap the syllables in a word. D. The student can identify how many sounds are in a word.

B Proficient means the student has strong skills in this area. In Answer B, the student has a proficient level of phonemic awareness because the student can identify the sounds in a word and then substitute those for other sounds. In Answer A, the student has a basic level of phonemic awareness because the student is identifying only one sound. In Answer C, the student is using a technique for syllables or structural analysis and not phonemic awareness. Finally, Answer D is a beginning to sufficient level of proficiency in phonemic awareness.

Constructed Response Reading teachers use a variety of formal and informal assessments. It is important that teachers determine the validity and reliability of assessments. __________ – The degree to which a test score can be interpreted and used for its intended purpose. Example: A test that is supposed to assess reading comprehension contains information that is confusing to students. Some of the content is culturally specific. Instead of reading, they are trying to figure out some of the cultural nuances. In this case, the test’s validity is in question because it is not testing students’ reading comprehension, rather it is testing students’ knowledge of a specific culture. To increase the test’s validity, the teacher can use a neutral passage with few or no culturally specific content. This will ensure the skills being assessed are reading skills, which increase the test’s validity.

Validity

Constructed Response Reading teachers use a variety of formal and informal assessments. It is important that teachers determine the validity and reliability of assessments. __________ – The degree to which scores from a particular test are consistent from one use of the test to the next. Example: Students in first period took their unit test. Third period students experienced technical difficulty during their unit test because the Internet went down. In fifth period, there was a fire alarm that interrupted the test. Because the testing atmosphere varied from 1st, 3rd, and 5th period students, the reliability of the exam was compromised. This is one reason why all classrooms are set up the same and all testing experiences are consistent during state-standardized assessments. Consistency ensures reliability.

Reliability

Constructed Response Reading teachers use a variety of formal and informal assessments. It is important that teachers determine the validity and reliability of assessments. ______ _______ – Educational tests are considered biased if a test design, or the way results are interpreted and used, systematically disadvantages certain groups of students over others, such as students of color, students from lower-income backgrounds, students who are not proficient in the English language, or students who are not fluent in certain cultural customs and traditions (Glossary of Education Reform, 2015).

Test bias

Constructed Response A _______ ________ is a way for teachers to assess students’ reading as it is happening. This is a 1-1 activity. A student reads from a piece of grade-level text. The teacher also has a copy of the text and follows along as the student reads. While the student reads the teacher notes on the paper where the student miscues (makes mistakes). When the student is done reading, the teacher has been able to assess the following: * Word reading accuracy * Reading rate or words correct per min (wcpm) * Errors and self-corrections * Analysis of the reading strategies used

running record

Constructed Response A _________ __________ is when the teacher and student discuss the miscues, possible reasons for the miscues, and solutions or strategies to reduce the number of miscues.

miscue analysis

Constructed Response An _________ _________ _________ (IRI) is an individually administered diagnostic assessment designed to evaluate students’ independent, instructional, and frustration reading levels. After reading each leveled passage, a student responds orally to follow-up questions assessing comprehension and recall. These _________ _________ _________ are used to measure progress and to make instructional decisions based on a student’s individual needs. The types of questions teachers ask during an IRI are: * Text-based * Inferential * Literal * Main idea * Key ideas * Sequence * Cause and effect * Plot structure

informal reading inventory

Constructed Response Students can complete _________ ________ ________ a number of ways: essays, journal entries, story writing, letters, free writing, and others. The main thing to remember when using informal writing assessments is to measure language usage, organization, and mechanics. Then use the qualitative data to make meaningful instructional decisions based on students’ individual needs.

informal writing tasks

Constructed Response

Constructed Response ___________ __________ measure students’ success relevant to the skills required of them once they’ve finished a unit or lesson. ___________ __________ are realistic, relevant, innovative and performance based. ___________ __________ are usually graded using a rubric because they cannot be scored like a multiple- choice exam.

Authentic assessments

Constructed Response A __________ __________ is a collection of student work that aligns with skills and standards the student is required to master. This collection is gathered over a long period of time, usually a grading period or semester. The portfolio can be used as a self-reflection tool and a representation of learning. Students will often share their portfolios with their parents during student-led conferences. Each piece in the portfolio is selected because it is an authentic representation of what the student has learned and is meant to demonstrate current knowledge and skills. It is important to only select artifacts to go into the portfolio that represent the overarching standards or skills the student is working on. For example, math homework would not be included in a writing portfolio. Instead, a collection of certain pieces of writing over the course of a grading period would go into the portfolio. A math portfolio would have math artifacts in it.

portfolio assessment

Constructed Response In an ________ __________, students show what they know by communicating by word of mouth. In an ________ __________, students will often answer questions about a story—sequence, plot, characters, etc. ________ __________ can also be used to measure fluency. ________ __________ can be used before reading to measure prior knowledge, during reading to measure understanding, and after reading to measure overall comprehension. ________ __________ are helpful when working with English language learners (ELLs). Often, ELLs will understand a story or passage but may be unable to communicate what they know in writing. If the teacher is trying to assess comprehension, ELLs can orally communicate what they have read. This ensures the teacher is assessing the correct skill—comprehension. If the teacher insists on written communication, the teacher is not assessing comprehension, but rather is assessing English writing skills.

oral assessment

Constructed Response __________ ___________ are considered authentic assessments because they give a comprehensive view of what a student knows about a particular topic. __________ ___________ can be as simple as filling in the blanks or as complex as writing an essay on a topic. Journals are often used in the reading classroom to allow students an outlet to express how they feel about a story or text.

Written assessments

Constructed Response As a reading teacher, you will use many __________ _____________—observations, quick checks, questioning techniques, journal entries, and more—to see how your students are developing their reading and writing skills. You will also use a variety of formal assessments like benchmark tests and state assessments to measure outcomes. Remember, __________ _____________ are typically used to progress monitor. Formal assessments are typically used to measure outcomes. Both formal and informal assessments are used to make instructional decisions and to differentiate instruction based on each student’s individual needs.

informal assessments

Constructed Response _______ ________ and __________ _________ come in many varieties. Perhaps the most common type of formal reading and writing assessments are state standardized assessments (criterion-referenced). These exams assess students’ mastery of the state standards. Formal reading and writing assessments usually fall under the category of summative assessments because they are used to measure outcomes. There are certain benchmarks students must achieve on formal assessments to be deemed proficient. Typically, these tests are timed. For formal reading assessments, students must read passages and answer comprehension questions. For formal writing assessments, students are given a writing prompt and must complete a coherent, organized, and comprehensible essay in a certain amount of time. The scores from these tests are often used to promote or retain students.

Formal reading and writing assessments

Constructed Response _________ ________ are usually done informally as the teacher uses formative assessment to observe students. The teacher walks around the room, uses flexible grouping, adjusts instruction, and helps students as instruction and activities are taking place. These assessments are ongoing and drive instructional decisions.

Group assessments

Constructed Response ________ _________ are when teachers assess students using a 1-1 model. For example, a teacher may administer a running record with a student. While the student is working with the teacher, the other students in the class are engaging in an individual anchor activity. Once the student is done reading and analyzing miscues with the teacher, the next student comes up for a 1-1 assessment. Each running record takes about 5 minutes. Another example of an _________ __________ is an informal reading inventory (IRI). The student reads a small passage and then the teacher asks comprehension questions.

Individual assessments

Constructed Response Measure of Text Complexity: __________________ Definition: measures are text attributes that can only be evaluated by a human reader. Examples: Text structure Author’s purpose Predictability of text Illustration support Knowledge demands

Qualitative

Constructed Response Measure of Text Complexity: ___________ Definition: These are the reader variables (motivation, knowledge, and experience) and task variables (purpose and complexity generated by the task assigned and the question posed). Example: Student interest Student motivation to read Student participation

Reader and Task

Constructed Response Measure of Text Complexity: ___________ Definition: measures are statistical measurements of text. Example: Reading level Word count Number of different words Ratio of high- to low-frequency words Sentence lengths

Quantitative

Constructed Response A teacher is selecting leveled text for her beginning-level readers. She will use the text for guided reading and to help students self-assess. Which of the following should the teacher consider? A. Does the text require students to use their critical thinking skills for comprehension? B. Does the text use academic language and vocabulary? C. Does the text require students to focus on characterization and sequencing? D. Does the text have repeated word sequences and natural oral language structures?

D Notice the question is focusing on beginning readers. Answers A, B, and C are all higher-level skills. Answer D is indicative of beginning level skills. Here is an example of a repeated word sequence with natural oral language: See Jane run. See Jane walk. See Jane eat.

Constructed Response ______ _______ _____ _______ (wcpm) is only one measure of student reading levels. Teachers must also consider comprehension. For example, some students may not read quickly, but they may still exhibit comprehension. It is important to use a variety of measures. Those measures include all the assessments discussed in this competency, both formal and informal.

Words correct per minute

Constructed Response Which of the following is the most effective way to use a norm-referenced assessment? A. To display student progress on the bulletin board B. To make instructional decisions in the classroom C. To measure outcomes of reading programs D. To informally observe students during reading

B The most effective way to use any assessment is to inform instructional decisions. Remember, data-driven decision making will come in many different forms on this test. This question is an example of that.

Constructed Response Which of the following is a criterion-referenced exam? A. Pre-assessment B. Informal assessment C. Standards assessment D. Screening

C Criterion-referenced exams measure student performance on a set learning criteria or standards. Pre-assessment and informal assessments are considered formative assessments. Screening is used to place students in certain classes or groups.

Constructed Response A teacher is walking around the room and observing students as they read. This is considered a: A. Formative assessment B. Summative Assessment C. Criterion-referenced assessment D. Diagnostic assessment

A Formative assessments are informal checks to monitor student progress. Observations are considered formative assessments.

Constructed Response A teacher is using a new reading program in her classroom. She wants to measure the program’s effectiveness by evaluating outcomes. Which of the following assessments would be most appropriate in this situation? A. Criterion-referenced B. Norm-referenced C. Formative D. Summative

D Summative assessments measure outcomes. Summative assessments come at the end of leaning. To measure if a program worked, ideally, the teacher would administer a pre-assessment, use the program, and then administer a summative assessment. If there was growth from the pre- assessment to the summative, the program is working.

Constructed Response A teacher is looking over reading levels from a recent online reading assessment. She has several students who are at the BR level. These students are: A. Proficient B. Fluent C. Transitional D. Emergent

D BR is the lowest reading level. Therefore, these students are emergent. All the other answer choices are above the emergent level.

Constructed Response A teacher is having students engage in a writing project that will take some time over the course of the semester. Which of the following assessment tools will benefit students most so they understand expectations and can self-assess? A. Rubric B. Formative C. Summative D. Diagnostic

A A rubric is an evaluation tool or set of guidelines used to promote the consistent application of learning expectations, learning objectives, or learning standards in the classroom or to measure their attainment against a consistent set of criteria. None of the other answer choices convey expectations.

Constructed Response After reading a leveled passage, a teacher asks a student questions; the student responds orally to follow-up questions, and the teacher assesses comprehension and recall. This process is used to measure progress in comprehension and other skills as well as if the student is at the independent, instructional, or frustration reading level. This type of assessment is called a(n): A. Fluency read B. Informal reading inventory C. Summative assessment D. Norm-referenced assessment

B An informal reading inventory (IRI) is an individually-administered assessment designed to evaluate a number of different aspects of students’ reading performance. This assessment is best used to measure whether a student is at the independent, instructional, or frustration reading level.

Constructed Response How does criterion-referenced assessment differ from norm-referenced assessment? A. Criterion-referenced assessments measure the average score while the norm-referenced assessments are based on a curve. B. Norm-referenced assessments measure student performance against a fixed set of predetermined criteria, and criterion-referenced assessments are designed to compare and rank test takers in relation to one another. C. Criterion-referenced assessments measure student performance against a fixed set of predetermined criteria, and norm-referenced assessments are designed to compare and rank test takers in relation to one another. D. A criterion-referenced assessment happens throughout learning while a norm-referenced assessment happens at the end of learning.

C Criterion-referenced exams measure the standards, which is the criteria of the exam. Norm-referenced assessments use a percentile to compare students to other students.

Constructed Response A 4th grade teacher has administered a variety of reading assessments, both formal and informal, to one of her English learners. When the teacher looks over the reading data, she sees the student is proficient in oral reading fluency but struggles with comprehension on some texts. On other texts, the student’s comprehension is sufficient and even proficient in some cases. What should the teacher do to analyze this phenomenon? A. Norm-referenced test B. Criterion-referenced test C. Diagnostic test D. Portfolios

C A diagnostic test will help the teacher identify exactly what skills the student is lacking. Portfolios are collections of work over time. Norm-referenced and criterion-referenced are not appropriate assessments in this situation.

Constructed Response Which of the following is the most effective way to use formative assessments? A. To rank students after they have completed a multiple-choice exam B. To monitor progress and guide instruction C. To measure outcomes based on a set of standards D. To grade on a curve so all students have a chance to succeed

B Formative assessments are informal assessments used to monitor progress and make instructional decisions.

Constructed Response Which of the following would be most aligned to a second-grade meaning-based assessment? A. Test students’ abilities to divide words by syllables. B. Have students engage in a basic phonics skills assessment. C. Observe students as the identify initial sounds in words. D. Listen to students as they retell the sequence of a story.

D Retelling the sequence of a story is a comprehension assessment and is meaning-based. Answers A, B, and C are all code-based assessments.

Constructed Response Which of the follow is the most effective way to use assessments in the reading classroom? A. To determine students’ reading comprehension B. To determine students’ vocabulary acquisition C. To determine students’ phonic skill levels D. To make instruction decisions moving forward

D The most important reason to use assessments is to make instructional decisions.

Constructed Response Research suggests that students need to focus on phonological skills and word recognition along with comprehension and vocabulary. It is important that teachers assess students in both areas to effectively measure students’ reading abilities. Which of the following assessment practices align with this evidence? A. Using formative and summative assessments B. Using criterion-referenced and norm-referenced assessments C. Using code-based and meaning-based assessments D. Using performance-based and problem-based assessments

C Focusing on phonological, word recognition, comprehension, and vocabulary skills requires the teacher to use code-based assessments for phonological and word recognition skills assessment and meaning-based assessments for comprehension and vocabulary.

Constructed Response After the universal screen process and an oral reading analysis using grade-level text, three 2nd grade students in Ms. Jefferson’s class have been identified as at risk. What should Ms. Jefferson do next in helping these at-risk students? A. Administer a series of diagnostic assessments focused on specific skills such as phonemic awareness, phonics, word recognition. B. Provide opportunities for the students to engage in choral reading so they become comfortable with reading aloud and building fluency. C. Group the at-risk students together and provide them with low-level text, so they can practice their reading. D. Request that a specialist come pull students out of class and work with them individually to help them increase their skills.

A While the universal screening and the oral fluency identified the students as at risk, the teacher will need to use more assessments to pinpoint exactly where the students are having trouble. Using specific assessments to diagnose whether students are struggling with phonemic awareness, phonics, and morphology, and at what level will help the teacher differentiate instruction and prescribe interventions specific for each student’s needs.

Constructed Response A teacher is selecting different texts to use in class for independent reading and group reading. The teacher is focusing on how many pages the books are, the number of words, the ratio of low frequency to high frequency words, and the reading level of the text. Which of the following levels of text complexity is the teacher using? A. Quantitative measures B. Qualitative measures C. Reader and task D. Interest level

A All the measures the teacher is considering while selecting text can be quantified by numbers. Therefore, the teacher is using quantitative measures of text complexity.

Constructed Response A teacher is using different measures of text complexity to select text for beginning readers. She will use these texts to help students with repeated reading to increase their fluency and automaticity. At what reading level should she focus on for this exercise? A. Frustration reading level, so the teacher can see where their errors are and use specific strategies to increase those skills B. Instructional level, so the teacher can intervene while the students are reading and help them identify and correct their errors. C. Independent reading level, so the students can easily read through the text, exercising prosody and automaticity D. Beginning reading level, so students can work on their phonemic awareness, phonics, and word recognition skills.

C The teacher is working on automaticity; therefore, she should choose text that is at the students’ independent reading level, so the student can read through the text making few errors.

Constructed Response A teacher is planning to implement evidence-based reading strategies in the classroom. The teacher wants to determine if these strategies are effective for her students. What assessments should the teacher use to measure this? A. The teacher should start with a universal screening test, then a summative assessment mid semester, then a norm-referenced assessment at the end of the semester. B. A diagnostic pretest at the beginning of the semester, formative assessments throughout the semester, then a summative at the end of the semester. C. A norm-referenced exam at the beginning of the semester to compare students then a criterion- referenced assessment at the end of the semester. D. Formative assessments throughout the semester and then a universal screening test to determine students’ levels.

B Answer B is the most effective approach because a diagnostic pretest will give the teacher a baseline of where the students are. Formative assessments throughout the semester will help the teacher adjust instruction and strategies. Finally, a summative assessment at the end of the semester will measure the outcomes for the strategies used.

Constructed Response Which is the most appropriate way to use formative assessment? A. To rank students based on their reading abilities B. To group students based on their reading abilities C. To determine which interventions and scaffolds are most effective for each student D. To determine which reading level and books are most appropriate for each student

C All assessments should be used to make instructional decisions. However, formative assessments are especially important in helping the teacher determine what interventions, strategies, and scaffolds students need in real time. Formative assessments are powerful tools that enable teachers to quickly diagnose a problem and prescribe an intervention.

Constructed Response After a teacher gives an assessment for phonics, the teacher realizes that the test did not accurately measure students’ abilities in phonics and instead measured their phonemic awareness. The test had an error in: A. Reliability B. Measure C. Validity D. Administration

C An assessment is valid when it tests what it is intended to test. In the scenario, the teacher determines that the test did not assess what it intended to assess; therefore, its error is in the validity of the exam.

Constructed Response A 3rd grade teacher is following along as a student reads a passage. Below is an excerpt of that passage in terms of what the student read and the words in the passage. The text says: The boy walked through the woods and stumbled over the roots of the trees. Student reads: The boy walked throw the woods and staggered over the roots of the trees. Which of the following skills should the teacher work on with this student? A. Decoding B. Word recognition C. Vocabulary D. Comprehension

B The student substitutes through with throw and staggered with stumbled. These are errors in word recognition.

Teach Reading Praxis 5205 Flashcards

(475 cards)