Rica Multiple Choice Study Cards

Front 1

Key Factors to Consider for...

Planning, Organizing, and Managing Reading Instruction (5)

Back 1

1. ELA CONTENT STANDARDS.
2. Continuous ASSESSMENT of students.
3. How to provide SYSTEMATIC and EXPLICIT instruction that foresees potential reading difficulties.
4. How to DIFFERENTIATE instruction.
5. That reading skills are generally cumulative and follow a linear path of development.

Front 2

Key factors to Consider for...

Planning Differentiated Reading Instruction (6)

Back 2

1. ASSESSMENT of students' knowledge and skills.
2. What students need to already know in order to read a specific book or complete an assignment.
3. The PACING of your instruction.
4. The COMPLEXITY of your instruction.
5. What SCAFFOLDS to use.
6. What RESOURCES are at your disposal (teacher aids, technology, learning materials)

Front 3

Key factors to consider for...

Organizing and Managing Differentiate Reading Instruction (3)

Back 3

1. Discern when to utilize differently sized groupings of students (small groups, centers, individualized instruction, whole class)
2. Group students together who are at similar reading levels.
3. Keep those standards in mind.

Front 4

Key components of...

Effective instructional delivery (3)

Back 4

1. ORIENTATION (engagement of students, teacher demonstration).
2. PRESENTATION [I do] (explicit instruction, modeling, pacing).
3. STRUCTURED PRACTICE [We do] (reinforcement, questioning, feedback, corrections, peer-mediated instruction).
4. INDEPENDENT PRACTICE and APPLICATION [You do].

Front 5

Key strategies for...

Engaging and motivating students in reading instruction (3)

Back 5

1. Appropriate reading materials (readable and interesting).
2. Read aloud's to students (you and their parents).
3. Instruction that addresses the skills students need to learn.

Front 6

Key strategies for...

Promoting purposeful independent reading of a variety of texts (6)

Back 6

1. Teach students how to select level-appropriate books.
2. Use students' personal interest to guide them toward books they might like.
3. Provide independent reading time in class.
4. Support AT-HOME READING using reading logs, a book-loan program, and reflection assignments.
5. Provide a print-rich classroom.
6. Plan book clubs, book talks, and book sharing opportunities.

Front 7

Key strategies for...

Promoting students' lifelong appreciation for reading (3)

Back 7

1. Book clubs & literature circles
2. Author studies
3. Help students use reading to set and pursue their own research goals.

Front 8

Key factors to consider for...

Long-Term Planning of Reading Instruction (4)

Back 8

1. California state standards
2. District state standards
3. Grade-level expectations
4. District pacing guide

Front 9

Key factors to consider for...

Short-Term Planning of Reading Instruction (4)

Back 9

1. Ongoing assessments of students.
2. Developmental level of students.
3. Individual student learning needs.
4. School-specific text guidelines and timeline for reading instruction.

Front 10

Key reasons for...

Reading Assessment (3)

Back 10

1. Identify what students already know and what skills they can perform, before teaching them anything.
2. Monitoring student progress to continue to tailor your instruction to their specific needs.
3. Summative assessment (have your students met the goals defined by the standards?)

Front 11

Possible tests to use for...

Ongoing Assessment of Reading Skills (9)

Back 11

1. Phonemic awareness survey
2. Alphabet recognition test, Letter Identification, Alphabetic principle
3. Phonics Survey
4. Concepts of print survey
5. Sight/High-Frequency Words
6. Reading comprehension (ie. cloze tests, retellings)
7. Running Records
8. Spelling tests
9. Vocabulary tests

Front 12

Key factors to consider for...

Choosing a Test to Assess Reading Skills (4)

Back 12

1. State and district standards
2. Developmental level of students
3. Skill level of students
4. Grade-level expectations

Front 13

Key factors to consider for...

Using the data from Reading Assessment Tests (6)

Back 13

1. How to target instruction to meet individual needs?
2. What to communicate to your peers, parents, students, and administrators?
3. What is the student's reading level?
4. What materials do I need?
5. How should I group the students?
6. How does this student's performance compare to what is expected of him/her according to the standards?

Front 14

Key strategies to consider for...

Developing Reading Comprehension (10)

Back 14

1. Demonstrate, teach, and practice comprehension strategies: preview, predict, visualize, summarize.
2. Open-ended questions.
3. Drama activities.
4. Guided oral retellings of the narrative.
5. Question the author.
6. Guided reflection.
7. Small discussion groups.
8. Reciprocal teaching (students become teachers).
9. Think-alouds (teacher models mental processing)
10. Help students make inferences form the text.

Front 15

Phonological Awareness

Back 15

The awareness that oral language is composed of smaller units, such as spoken words and syllables.

Front 16

Phonemic Awareness (3)

Back 16

1. A specific type of phonological awareness.
2. Involves the ability to hear, identify, and manipulate the sounds (phonemes) that make up words.
3. Can be directly taught so that a beginning or poor reader can learn that words are composed of phonemics or speech sounds.

Front 17

Key components of...

Teaching Phonological Awareness (4)

Back 17

Detecting and identifying...

1. Word boundaries
2. Syllables
3. Rhyming words
4. Onset/rime

Front 18

Key components of...

Teaching Phonemic Awareness (5)

Back 18

1. Recognizing words that are made up of separate phonemes.
2. Distinguishing initial, medial, and final phonemes.
3. Blending, segmenting, deleting, and substituting phonemes.
4. Knowing how to assess for phonemic awareness.
5. Knowing how to plan systematic, explicit instruction using materials and activities to assist in the understanding and manipulation of sounds.

Front 19

Key strategies to consider for...

Differentiating Phonological Awareness Instruction for Struggling Readers and Students with Disabilities (4)

Back 19

1. Focus on key skills, especially blending and segmenting.
2. Reteach skills that are lacking.
3. Use a variety of concrete examples to explain a concept or task.
4. Provide additional practice.

Front 20

Key strategies to consider for...

Differentiating Phonological Awareness Instruction for Students with Special Needs (3)

Back 20

1. Use a variety of concrete examples to explain a concept or task (visual, auditory, kinesthetic, tactile techniques).
2. Reteach skills that are lacking.
3. Provide additional practice.

Front 21

Key strategies to consider for...

Differentiating Phonological Awareness Instruction for English Learners and Speakers of Nonstandard English (2)

Back 21

1. Capitalize on the transfer of relevant knowledge and skills from the primary language.
2. Explicitly teach nontransferable phonemes and phoneme sequences.

Front 22

Key strategies to consider for...

Differentiating Phonological Awareness Instruction for Advanced Learners (2)

Back 22

1. Increase the pace of instruction.
2. Build on and extend current skills.

Front 23

Key strategies to consider for...

Planning Systematic, Explicit, and Implicit Instruction of Phonemic Awareness

Back 23

1. Implement ongoing assessments.
2. Be aware of assessment data, academic standards, student needs, and materials and resources available.
3. Directly and explicitly teach phonemic awareness.
4. Focus instruction on one or two types of phoneme manipulation at a time.
5. Select activities to connect oral language and print (Big Books, songs, alliteration, word play).
6. Provide meaningful practice in phonemic awareness skills.

Front 24

Key Strategies to Consider for...

Teaching Print Awareness (4)

Back 24

1. Help student develop connections between spoken and written language.
2. Help students understand that print carries MEANING.
3. Help students recognize the DIRECTIONALITY of print.
4. Help students develop BOOK HANDLING skills.
5. Provide ongoing ASSESSMENT of students' print awareness.
6. Provide meaningful practice using multisensory techniques (visual, auditory, kinesthetic, tactile).

Front 25

Key Strategies to Consider for...

Differentiating Print Awareness Instruction for Struggling Readers and Students with Disabilities (4)

Back 25

1. Focus on key concepts and skills.
2. Reteach concepts, letter, and skills that are lacking.
3. Use a variety of concrete examples to explain concepts and tasks.
4. Provide additional practice.

Front 26

Key Strategies to Consider for...

Differentiating Print Awareness Instruction for Students with Special Needs (4)

Back 26

1. Focus on key concepts
2. Reteach concepts, letter,s and skills that are lacking using visual, auditory, kinesthetic, and tactile techniques.
3. Use a variety of concrete examples to explain concepts and tasks.
4. Provide additional practice.

Front 27

Key Strategies to Consider for...

Differentiating Print Awareness Instruction for English Learners and speakers of Nonstandard English (3)

Back 27

1. Capitalize on the transfer of relevant knowledge and skills from the primary language.
2. Recognize that not all languages are alphabetic.
3. Identify how key features of alphabets vary, including letters, directionality, and phonetic regularity.

Front 28

Key Strategies to Consider for...

Differentiating Print Awareness Instruction for Advanced Readers (2)

Back 28

1. Increase the pace of instruction.
2. Build on and extend current knowledge and skills

Front 29

Key Components of...

Systematic, Explicit Phonics and Word-Identification Instruction (8)

Back 29

Implement an organized program for teaching students the conventions of English spelling that builds from simple to complex. Areas that should be covered include:

1. Letter-sound correspondences (individual letters and letter clusters)
2. Sound-symbol association
3. Sight words
4. Syllable patterns
5. Concepts of print
6. Decoding skills
7. Word attack skills
8. Fluent application of these skills to text

Front 30

Key Components of...

The Linguistic Units of Phonics Instruction (6)

Back 30

1. Types of consonant sounds (continuous sounds, stop sounds)
2. Common, regular letter combinations (digraphs, blends, dipthongs, r- and l- controlled vowels)
3. Common inflected morphological units (-ed, -er, -est, -ing, -s)
4. Common word patterns of increasing difficulty
5. Common syllable patterns
6. Irregular words

Front 31

Key Strategies for...

Systematic, Explicit Phonics Instruction (5)

Back 31

1. Continuously assess students' phonics and word-identification strategies. Use decoding tests, fluency tests, sight word checks.
2. Sequence instruction according to the increasing complexity of linguistic units.
3. Select appropriate materials.
4. Explicitly teach and model phonics, decoding, and other word identification strategies.
5. Provide fluency practice so that decoding and word attack skills become automatic for students.

Front 32

Key Components of...

Beginning Decoding Instruction (4)

Back 32

1. Reading simple, new regular words from left to right
2. Generating sounds from all the letters
3. Blending sounds into recognizable words
4. Recognizing single-syllable and some irregular sight words.

Front 33

Key Strategies for...

Beginning Decoding Instruction (5)

Back 33

1. Progress systematically from simple to complex words and word lengths.
2. Model decoding (letter-sound correspondence, then blending, then reading the whole word)
3. Provide opportunities for practice.
4. Use appropriate decodable text for lessons and practice.
5. Teach necessary sight words.

Front 34

Key Factors to Consider for...

Sight Word Instruction (4)

Back 34

1. High-frequency words (that do and do not conform to phonics and spelling patterns)
2. How frequently a word occurs in students' reading materials.
3. How visually similar or dissimilar a word is to another word.
4. Strategies to help students master the spelling of sight words.

Front 35

Key Strategies to Consider for...

Differentiating Instruction in Phonics, Sight Words, and Spelling of Single-syllable words for Struggling Readers and Readers with Disabilities (4)

Back 35

1. Focus on key phonics skills and high-frequency sight words.
2. Reteach phonics skills and sight words that are lacking.
3. Use a variety of concrete examples to explain a concept or task.
4. Provide additional practice.

Front 36

Key Strategies to Consider for...

Differentiating Instruction in Phonics, Sight Words, and Spelling of Single-syllable words for Students with Special Needs (7)

Back 36

1. Use systematic and explicit phonics instruction
2. Focus on key phonics elements and sight words
3. Use a variety of concrete examples to explain a concept or task.
4. Use multisensory teaching techniques
5. Teach spelling to promote master of sight words
6. Reteach content and skills that are lacking
7. Provide additional practice

Front 37

Key Strategies to Consider for...

Differentiating Instruction in Phonics, Sight Words, and Spelling of Single-syllable words for ELL Students and speakers of nonstandard English (3)

Back 37

1. Capitalize on the transfer of relevant knowledge and skills from the primary language.
2. Explicitly teach sounds that do not transfer.
3. Explicitly teach the meaning of sight words.

Front 38

Key Strategies to Consider for...

Differentiating Instruction in Phonics, Sight Words, and Spelling of Single-syllable words for Advanced Learners (2)

Back 38

1. Increase the pace or complexity of instruction
2. Build on and extend current knowledge and skills

Front 39

Key Components of...

Instruction in Structural and Syllabic Analysis (2)

Back 39

1. Adding a common prefix or suffix to a base word
2. Words that follow common syllable patterns

Front 40

Key Strategies for...

Providing opportunities for students to develop their Analysis Skills, Structural Analysis Skills, Orthographic Knowledge (2)

Back 40

1. Frequently READING texts that contain words using affixes, syllable patterns, and orthographic patterns that you have already taught the students.
2. Frequently engaging in WRITING activities that include opportunities to apply knowledge of complex orthographic patterns and spelling of multisyllabic words.

Front 41

Key Strategies for...

Differentiating Instruction in Word Analysis for Struggling Readers (4)

Back 41

1. Focus on key skills and knowledge; frequently occurring syllable patterns and affixes
2. Reteach concepts and skills they are lacking
3. Use a variety of concrete examples to explain a concept or task
4. Provide additional practice

Front 42

Key Strategies for...

Differentiating Instruction in Word Analysis for Students with Special Needs (4)

Back 42

1. Focus on key skills and knowledge; frequently occurring syllable patterns and affixes
2. Use a variety of concrete examples to explain a concept or task
3. Use multisensory teaching techniques (visual, auditory, kinesthetic, tactile)
4. Provide additional oral practice with new words

Front 43

Key Strategies for...

Differentiating Instruction in Word Analysis for English Learners and speakers of nonstandard English (1)

Back 43

1. Explicitly teach common English roots and affixes

Front 44

Key Strategies for...

Differentiating Instruction in Word Analysis for Advanced Learners

Back 44

1. Increase the pace/complexity of instruction
2. Build on and extend current knowledge and skills

Front 45

The Key Indicators of Reading Fluency (3)

Back 45

1. Accuracy
2. Rate
3. Prosody (indication of comprehension)

Front 46

Key Strategies to Consider for...

Reading Fluency Instruction (2)

Back 46

1. Provide students with reading materials that are slightly below their instructional level.
2. Have students repeatedly read aloud the same text to develop familiarity and automaticity.

Front 47

Key Components of...

Prosody (4)

Back 47

1. Reading with expression
2. Using appropriate stress and emphasis
3. Variation in pitch and intonation
4. Pausing in a manner that reflects meaningful phrasing and knowledge of syntax and mechanics

Front 48

Key Factors to Consider that Can...

Disrupt Fluency (5)

Back 48

1. Weak word-analysis skills
2. Lack of familiarity with vocabulary
3. Lack of background knowledge
4. Inappropriate level of text
5. Frequent stops while reading to try to decode words

Front 49

Key Strategies to Consider for...

Differentiating Fluency Instruction for Struggling Readers (3)

Back 49

1. Use texts written at students' independent reading levels.
2. Focus on improving accuracy through word analysis instruction
3. Focus on improving rate through additional practice using oral or silent reading

Front 50

Key Strategies to Consider for...

Differentiating Fluency Instruction for Students with Special Needs (4)

Back 50

1. Use texts written at students' independent reading levels.
2. Promote automaticity by building word analysis skills and recognition of sight words
3. Reteach word analysis skills and sight words that are lacking.
4. Provide additional oral reading practice

Front 51

Key Strategies to Consider for...

Differentiating Fluency Instruction for English Learners and speakers of nonstandard English (1)

Back 51

1. Explicitly teach English intonation patterns, phrasing, syntax, and punctuation

Front 52

Key Strategies to Consider for...

Differentiating Fluency Instruction for Advanced Learners (1)

Back 52

1. Use more advanced texts to enhance and broaden fluency development

Front 53

Key Strategies to Consider for...

Building Fluency with Respect to Accuracy (3)

Back 53

Provide systematic, explicit instruction in...

1. Phonemic awareness
2. Phonics
3. Sight words

Front 54

Key Strategies to Consider for...

Building Fluency with Respect to Rate (2)

Back 54

1. For students whose decoding is not automatic: engage in whisper reading as the teacher monitors individual students.

2. For students whose decoding is automatic: engage in independent silent reading with accountability for comprehension.

Front 55

Key Strategies to Consider for...

Building Fluency with Respect to Prosody (2)

Back 55

1. Modeling and phrase-cued reading
2. Purposeful teacher-directed instruction across subject matter to build content knowledge and academic language.

Front 56

Key Factors to Consider for...

The Development of Vocabulary, Academic Language, and Background Knowledge (5)

Back 56

1. The critical role of early vocabulary development (prekindergarten through grade 2) in students' later achievement in vocabulary and reading
2. The impact of the Matthew Effect on students' growth in vocabulary, academic language, and background knowledge
3. The reciprocal relationship between Vocabulary Knowledge and Concept Learning (they support one another)
4. That vocabulary learning is an incremental process that builds with more examples of words found in context.
5. The importance of using vocabulary instruction that promotes knowledge of a larger set of words than just your target words.

Front 57

Key Strategies to Consider for...

Vocabulary Instruction (7)

Back 57

1. Student-friendly definitions.
2. Meaningful and contextualized examples, especially for new concepts.
3. Identifying synonyms and antonyms
4. Discussing words' origins, roots, and affixes
5. Developing word banks and logs
6. Generating metaphors and analogies using new words.
7. Incorporate new vocabulary in subject-matter discussions and written assignments

Front 58

Key Strategies to Consider for...

Developing Word Consciousness and Fostering a Love of Words (4)

Back 58

1. Word games.
2. Discussing Etymology and Morphology of words
3. Highlighting the use of figurative language and puns in both speech and print.
4. Encouraging students to share new and interesting words they encounter in speech and print.

Front 59

Key Strategies to Consider for...

Differentiating Instruction in Vocabulary, Academic Language, and Background Knowledge for Struggling Readers (4)

Back 59

1. Focus on key vocabulary, academic language structures, and background knowledge
2. Reteach vocabulary, language structures, and concepts
3. Use a variety of concrete examples to explain a word or concept
4. Provide meaningful practice using new words

Front 60

Key Strategies to Consider for...

Differentiating Instruction in Vocabulary, Academic Language, and Background Knowledge for Students with Special Needs (6)

Back 60

1. Focus on key concepts
2. Preteach/reteach vocabulary and concepts
3. Provide exposure to new words and concepts
4. Use concrete examples to explain a word or concept
5. Present vocabulary and concepts using multisensory teaching techniques
6. Provide meaningful oral and written practice using new words and concepts

Front 61

Key Strategies to Consider for...

Differentiating Instruction in Vocabulary, Academic Language, and Background Knowledge for English Learners and speakers of nonstandard English (6)

Back 61

1. Activate students' prior knowledge by making connections between what they already know and new vocabulary concepts.
2. Capitalize on the transfer of cognates (words in different languages with common origins).
3. Teaching vocabulary through content-based texts.
4. Contextualize new vocabulary using visual aids
5. Preteach, reteach, practice, review
6. Build students' morphological knowledge of the meanings of common root words

Front 62

Key Strategies to Consider for...

Differentiating Instruction in Vocabulary, Academic Language, and Background Knowledge for Advanced Learners (3)

Back 62

1. Increase the pace/complexity of instruction
2. Build on and extend current knowledge
3. Extend the depth and breadth of assignments

Front 63

Literal Comprehension Skills (1)

Back 63

Ability to clearly and explicitly identify terms such as main idea, sequence, patterns, cause and effect.

Front 64

Inferential Comprehension Skills (4)

Back 64

Ability to make inferences concerning items not directly stated. For example...

1. comparisons
2. drawing conclusions
3. predicting
4. identifying cause/effect relationships

Front 65

Evaluative Comprehension Skills (3)

Back 65

1. Critical reading (ie. recognizing unsupported inferences in the text)
2. Distinguishing between facts and opinions
3. Detecting propaganda and faulty reasoning

Front 66

Key Strategies to Consider for...

Enhancing Reading Comprehension (6)

Back 66

1. Practicing listening comprehension
2. Text-based discussions
3. Writing activities
4. Independent reading
5. Vocabulary and fluency building activities
6. Teach and model active text comprehension and questioning.

Front 67

Key Components of...

Reading Comprehension (3)

Back 67

1. Knowledge of syntax and complex grammatical structures.
2. Knowledge of different text structures and formats.
3. Mastery of oral language

Front 68

Key Strategies to Consider for...

Orienting Students to New Texts

Back 68

1. Teacher modeling
2. Previewing
3. Using textual evidence to predict outcomes
4. Using graphic features
5. Activating and discussing prior knowledge
6. Developing background knowledge
7. Setting a purpose for reading
8. Generating questions prior to reading

Front 69

Key Strategies to Consider for...

Helping Students Monitor Their Own Comprehension

Back 69

1. Visualizing
2. Self-questioning
3. Paraphrasing
4. Clarifying
5. Predicting
6. Summarizing
7. Rereading
8. Note taking

Front 70

Key Strategies to Consider for...

Comprehension after Reading (6)

Back 70

1. Discussing
2. Summarizing
3. Retelling
4. Sharing Reactions
5. Make text-to-self, text-to-text, and text-to-world connections
6. Creating visual/graphic representations of text meanings

Front 71

Key Strategies to Consider for...

Development of Listening Comprehension Skills (2)

Back 71

1. Teacher think-alouds
2. Teacher modeling

Front 72

Key Strategies to Consider for...

Differentiating Comprehension Instruction for Struggling Readers (5)

Back 72

1. Building word analysis skills, fluency, vocabulary, academic language, and background knowledge to support comprehension
2. Reteaching comprehension skills and strategies
3. Using a variety of concrete examples to explain a concept or task
4. Providing additional practice with comprehension strategies
5. Reading texts aloud to students and then discussing with them

Front 73

Key Strategies to Consider for...

Differentiating Comprehension Instruction for Students with Special Needs (5)

Back 73

1. Building foundational knowledge and skills in word analysis, fluency, vocabulary, academic language, and background knowledge
2. Providing practice with questions at different levels of comprehension
3. Using a variety of concrete examples to explain a concept or task
4. Providing additional practice with comprehension strategies
5. Reading texts aloud to students and then discussing with them

Front 74

Key Strategies to Consider for...

Differentiating Comprehension Instruction for English Learners and speakers of nonstandard English (2)

Back 74

1. Capitalizing on the transfer of comprehension strategies from the primary language
2. Explicitly teaching comprehension strategies that are lacking

Front 75

Key Strategies to Consider for...

Differentiating Comprehension Instruction for Advanced Learners (3)

Back 75

1. Increasing the pace/complexity of instruction
2. Using more advanced or multiple texts at once.
3. Building on and extending current skills and strategies.

Front 76

Key Strategies to Consider for...

Teaching Reading Comprehension Strategies (3)

Back 76

1. Assess students' understanding of the strategy
2. Plan instruction to meet identified needs (include "I do, We do, You do")
3. Assess to monitor mastery of skills

Front 77

Key Strategies to Consider for...

Teaching Elements of Literary Analysis and Criticism (3)

Back 77

1. The teacher can assess student knowledge of the elements of literary analysis and criticism using a variety of texts (ie. poetry, plays, fiction, nonfiction, autobiographies, multicultural literature, etc.)
2. Using data from the assessment, plan direct and explicit literary analysis instruction that includes "I do, we do, you do"
3. Using data from the assessment, plan resources, materials, and student groupings to use in instruction.

Front 78

Key Components of...

Story Grammar

Back 78

1. Character
2. Plot
3. Setting
4. Theme

Front 79

Key Components of...

Narrative/Literary Texts

Back 79

1. Mood
2. Tone
3. Point of View
4. Voice

Front 80

Key Components of...

Narrative Literary Analysis and Criticism (5)

Back 80

1. Identifying structural elements of a plot and evaluating their logic and credibility.
2. Comparing and contrasting the motivations and reactions of characters.
3. Evaluating the relevance of the setting.
4. Identifying recurring themes.
5. Identifying elements of a writer's style (ie. figurative language, imagery, symbolism, irony, foreshadowing).

Front 81

Key Strategies for...

Helping Students Make Connections and Respond to Literature (3)

Back 81

1. Engage students in reading/listening to high quality literature
2. Engage students in activities that help them understand the literature
3. Engage students in Response Activities

Front 82

Key Strategies to Consider for...

Helping Students Respond to Literature (6)

Back 82

1. Reading logs
2. Literature circles
3. Readers' Theatre
4. Essays
5. Cross-curricular discussions
6. Book Reports
7. Graphic Organizers (semantic webs, trait charts)

Front 83

Key Strategies to Consider for...

Differentiating Instruction in Comprehension/Analysis of Literature for Struggling Readers and Students with Special Needs

Back 83

1. Focus on key elements of story grammar
2. Create and use story maps
3. Focus on key comprehension strategies and skills
4. Reteach strategies and skills that are lacking
5. Use a variety of concrete examples to explain a concept or a task
6. Provide additional practice

Front 84

Key Strategies to Consider for...

Differentiating Instruction in Comprehension/Analysis of Literature for English Learners and Speakers of Nonstandard English

Back 84

1. Clarifying cultural context of a text
2. Preteaching key vocabulary

Front 85

Key Strategies to Consider for...

Differentiating Instruction in Comprehension/Analysis of Literature for Advanced Learners

Back 85

1. Using more advanced/multiple texts
2. Building on and extending current knowledge, skills, and strategies
3. Extending the depth and breadth of assignments

Front 86

Types of Expository/Informational Materials (5)

Back 86

1. Textbook
2. News article
3. Consumer manual
4. Research report
5. Website

Front 87

Text Features of Expository/Informational Materials (3)

Back 87

1. Organizational/explanatory features (table of contents, index, glossary)
2. Typographic features (italics, boldfacing, underlining, color coding)
3. Graphic Features (charts, maps, diagrams, illustrations)

Front 88

Key Components of...

Student Strategies used to Comprehend Expository/Informational Texts (4)

Back 88

1. Evaluating the unity, logic, internal consistency, and structural patterns of a text
2. Analyzing the development of an author's argument, point of view, or perspective
3. Generalizing the knowledge learned from texts to other areas of learning
4. Identifying similarities and differences between texts

Front 89

Oral Language Activities... that Help Students Comprehend Expository/Informational Texts (3)

Back 89

1. Introducing and explaining key vocabulary prior to reading
2. Orally previewing-reviewing text content
3. Engaging students in oral paraphrasing and summarizing of texts

Front 90

Writing Activities... that Help Students Comprehend Expository/Informational Texts (3)

Back 90

1. Summarizing
2. Paraphrasing
3. Graphic organizers

Front 91

Key Strategies to Consider for...

Developing Students' Research Skills (6)

Back 91

1. Identifying research topics
2. Asking and evaluating questions
3. Developing an academic argument
4. Using multiple sources when conducting research
5. Using technology to manage information
6. Paraphrasing information

Front 92

Key Strategies to Consider for...

Differentiating Instruction in Comprehension and Research Skills with Expository/Informational Texts for Struggling Students and Students with Special Needs (6)

Back 92

1. Focus on key content, skills, and strategies
2. Reteach content-area vocabulary, language structures, and background knowledge that are lacking
3. Use a variety of concrete examples to explain a concept or task
4. Provide additional practice
5. Provide access to texts through oral presentation (reading aloud)
6. Provide multisensory instruction

Front 93

Key Strategies to Consider for...

Differentiating Instruction in Comprehension and Research Skills with Expository/Informational Texts for English Learners and Speakers of Nonstandard English (1)

Back 93

1. Use explicit modeling and scaffolding strategies

Front 94

Key Strategies to Consider for...

Differentiating Instruction in Comprehension and Research Skills with Expository/Informational Texts for Advanced Learners (4)

Back 94

1. Increase the pace/complexity of instruction
2. Use more advanced and/or multiple texts
3. Build on and extend current knowledge
4. Extend the depth and breadth of assignments

Front 95

Reading Skills that Help Students Gain Meaning from Texts (4)

Back 95

1. Browsing
2. Previewing
3. Skimming
4. In-depth reading

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Key Strategies to Consider for...

Content-Area Literacy/Comprehension Instruction (4)

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1. Assessment strategies that determine student comprehension (informal observation or formal tests)
2. Explicitly teach common text structures (ie. cause/effect)
3. Model and teach reading strategies for different purposes (ie. skimming, scanning, in-depth reading)
4. Explicitly teach study skills for locating information from resources AND for retaining/using information during test taking

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Key Strategies to Consider for...

Study and Research Skills Instruction (4)

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1. Assess student knowledge of study skills
2. Plan instruction based on assessment data
3. Support instruction with teacher modeling and guided practice
4. Practice should include locating and retrieving information from a variety of sources and texts