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267 Cards in this Set
- Front
- Back
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Once a teacher determines a child's level of spelling development, she should: a) Find the relationship between that level and the child's instructional reading level b) Work with the child to make sure the child does not overemphasize correctness c) Attempt to help the child move through that level and on to the next d) Rely on the lists of words provided by the spelling book |
C |
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Mr. B. wanted his grade 3 students to know how to classify questions so they would be more efficient in locating answers. He agrees with the research that shows poor readers waste great deal of time looking for answers to questions that do not have answers that can be found in one place in the text. He should: a) Teach lessons that focus on the sound-symbol relationships of English because once students have improved their decoding abilities they wil become more proficient readers b) Be sure that he uses a pre-reading activity to activate background knowledge, like a KWL Chart c) Work on teaching inferential and evaluative comprehension skils & teach students the relationship between different types of questions and locations of their answers. d) Begin each lesson with a CLOZE exercise |
C |
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A grade 1 teacher who wants her students to know where to find the name of a book's author and title should: a) Realize that there are many resources that can be used to teach these concepts about print, including the Language Experience Approach and Environmenta Print b) Assess each student, and then use student names as a basis of teaching these concepts c) Assess each student, and then teach these concepts directly d) Always point out the author and title when doing a shared book experience |
C |
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The stages of the writing process are: a) drafting, editing/revising, publishing, redrafting b) prewriting, drafting, editing/revising, publishing c) experiencing, feeling, thinking, acting d) experiencing, prewriting, editing/revising, accepting |
B |
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The level at which a student can read without assistance. Comprehension is 90% or higher, and word recognition is 99% or higher. |
Independent Reading Level |
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Ms. Barrios is the principal at La School. Recent test results show that students at her school did poorly on phonics tasks. The primary grade teachers at her school agree that something must be done. As a first step, Ms. Barrios should suggest that her teachers do which of the following: a) teach the rules of sound-symbol relationships by requiring children to restate those rules in language appropriate for their level of develpment b) work more on prefixes and suffixes, with emphasis on prefixes that negate (un, non) c) conduct a thorough assessment of each child to determine precisely what sound-symbol relationships each child knows and doesn't know d) ask students more question that require critical thinking using materials designed for firs, second, and third graders |
C |
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Enable children to identify and know the meaning of an unknown word if they know the meaning of words that surround the unknown word. |
Context Clues |
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A first grade teacher believes that she should read aloud to her students at least twice a day. She feels this will help her students develop: a) a sense of how stories are constructed b) an understanding of the proper spellings for diphthongs, like the oi in oil c) left to right directionality d) the ability to proofread students-authored stories |
A |
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A fourth grade teacher reads aloud at a pace that is too fast. Further, he fails to pause at appropriate places in the text. His teacher should: a) model reading at an appropriate pace and with appropriate pauses; then have the student practice in individualized sessions b) teach the student the meaning of words with 3 and 4 syllables c) always ask the student to retell what he/she has read d) be thankful, the real problem is when students read too slowly |
A |
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The study of word formation. |
Morphology |
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The process of recognizing words by analyzing prefixes, suffixes, and root words. |
Structural Analysis |
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Printed messages that people encounter in ordinary, daily living. |
Environmental Print |
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In order to meet the needs of a class of students with diverse abilities, a teacher should: a) develo a set of tests for each of the areas of reading development, for ex., a kindergarten teacher should create tests for concepts about print, phonemic awareness, and word identification b) have children compare the properties of a set of words c) have children work in small groups to come up with responses to CLOZE passages d) use flexible grouping, individualized reading instruction, and timely intervention for those children having difficulty |
D |
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Mrs. W. wants her seventh grade students to know to use morphemic clues to unlock the meanings of words they don't know. She should teach: a) the importance of reading every word in a text b) the meanings of Greek and Latin-based root words c) how to increase reading fluency d) how to divid words into syllables |
B |
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The examination of a word in order to locate and derive the meanings of the morphemes. (uses prefixes, suffixes, root words, compound words) |
Morphemic Analysis or Structural Analysis |
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A fifth grade student is having difficulty with tasks requiring a search for information in a hard-cover encyclopedia. This student knows how to fid the correct volume for the information she needs and she knows to quickly locate the entry she is looking for. Her teacher notices, however, that she reads every word in the entry even she only needs a singe item of information. Her teacher should: a) require the student to only use online information sources because the hard-copy encyclopedia formal will be obsolete in the near future b) further assess the student's vision because there is a very good chance that the difficulty is the result of poor eyesight c) teach the student to use the reading strategy of generating questions; this student will have no problems once she learns how to read the first paragraph of a content area text and write a question that the remainder of the text will answer d) model and expicitly teach how to read for different purposes, especially how to scan for specific information |
D |
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An explicit, direct teaching approach of phonics (ex. Open Court). Begins with the sound and builds on words. 1. the teacher writes the symbol on the board (sh) & tells children the sound it makes 2. the child says the targeted sound 3. the teache shows letter combinations that can be added to the sound to make words |
Part-to-Whole Instruction |
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Ms. Jacobs is a first grade teacher. She has assessed her students and determined that over half of them are at the pre-phonetic level of spelling develop. To help these students become more accurate spellers she should: a) start by assessing the students' mastery of common prefixes and suffixes b) require the children to learn 15 sight words each week c) explicitly teach children the etymology of the 200 words that appear most frequently in printed English d) be sure the students have phonemic awareness, if they do, proceed to assess and teach phonics |
D |
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After reading Ella Enchanted, a fifth grade boy writes the following in his journal: "This was a pretty good story. My sister, Asha, is smart and she is clumsy, just like Ella." This is an example of a student: a) not understanding what he has read b) analyzing the text using the literary elements c) making a personal connection with literature d) using genre as a basis for organizing a response |
C |
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A group of fifth grade students is having difficulty using commas appropriately in their writing. They use commas correctly with items in a series, (i.e. Salmon, tuna, and cod are all fish) and when they write the date. Other than that, they rarely use a comma correctly. Their teacher should: a) develop and implement a series of teacher-directed lessons to teach the proper use of commas b) avoid calling attention to these errors so students maintain positive self-images as writers c) place the errors in context, as long as their written messages are comprehensible there is no need for concern d) develop and implement a series of teacher-directed lessons to use the proper use of capital letters |
A |
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Ms. Potenza would like her second graders to develop a sense of story structure. She thinks this will help them better understand the stories they read. She should: a) use story frames, and when students are ready, story grammars and story maps b) only use story grammars c) use guided reading lessons that focus on how different students can have different perspectives of the same event in a story d) use a combination of environmental print, the shared book experience, and read aloud |
A |
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Most teachers have some students who devote little time to independent reading. To help these students read more, a teacher: a) needs to help them develop the ability to talk and listen informally b) must first help this group of students learn the names of the letters in the English alphabet c) should consider a variety of factors, including their knowledge of the rules of English usage d) should consider a variety of factors, including their reading interests and preferences |
D |
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There are many words in the English language. Which words should a teacher select for meaning vocabulary lesson? a) words that are related to each other; words needed to comprehend a reading selection b) the best idea is to proceed in alphabetical order. First, teach words that beign with A, then proceed to words that begin with B c) children must be taught the meanings of all words they don't know so the best way to proceed is to first ask children which words they would like to learn d) there really is no way to decide which words to select for a meaning vocabulary lesson; perhas the best idea s to use words that appear in a familiar document, like the meny from the school cafeteria |
A |
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When people write: a) purpose and audience should determine form b) form and audience determine purpose c) form and purpose determine audience d) they should use the form the are most comfortable with, regardless of purpose |
A |
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Mr. Jackson's second grade students draw as a pre-writing activity. While he believes this is a good way for young writers to organize their thoughts, he wants to expand their repertoire of pre-writing tools, so he could introduce: a) the Yopp-Singer Test of Phonemic Segmentation b) skimming and scanning c) question-answer relationships d) quick write |
D |
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Mrs. Y. is a first grade teacher. Six of her students are having difficulty learning the corresponding sounds that go with the consonants at the end of words. The first thing she should do for these students is: a) begin planning a series of direct, explicit lessons that will teach them consonant blends and digraphs b) administer a test of concepts about print c) decide whether or not it is important for this group of children to be taught phonics d) do a thorough assessment to see if they can hear the individual sounds that occur at the end of words |
D |
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Which of the following best describes a characteristic of effective phonics instruction: a) it is child-centered: the instruction relies primarily on teaching sound-symbol relationships that children are most interested in learning b) it is embedded: most phonics instruction takes place as part of other language experiences c) it is systematic: instruction is sequenced according to the increased complexity of linguistic units d) it is equitable: so that no child feels separated, all children should take part in each phonics lesson |
C |
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Fred, a third grade student, has completed a standardized, norm-referenced test of reading comprehension. He correctly answered 40 of the 50 questions on this exam. Which of the following would be reasonable set of scores for Fred: a) A percentile score of 88 and a grade level equivalent score of 5.7 b) A percentile score of 88 and a grade level equivalent score of 1.7 c) A percentile score of 28 and a grade level equivalent score of 5.7 d) A percentile score of 28 and a grade level equivalent score of 1.7 |
A |
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Mrs. K. wants to improve the reading comprehension of her students. She has assessed their different strengths and weaknesses. She has determined that six of her third graders do a good job of remembering the sequence and details of the stories they read, but they have difficulty when asked to summarize the main themes of these same stories. She should: a) develop and implement a series of lessons that focus on the contextual clues that unlock the meanings of unknown words b) conduct further assessment of this group of students to determine whether they are better at remembering story sequence or detail c) use multi-sensory teaching techniques, including kinesthetic and tactile approaches, to teach summarization d) begin by modeling the process of identifying possible themes and restating them in simple sentences |
D |
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On the graded reading passages of an informal reading inventory (IRI), a student's independent, instructional, and frustration reading levels are determined by: a) knowledge of sound-symbol relationships and performance on a spelling test b) percentage of oral reading miscues and percentage of correct answers to comprehension questions c) percentag of oral reading miscues and rate of reading d) number of words skipped divided by the number of words repeated |
B |
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A test of reading comprehension lacks validity if: a) the percentage of correct answers for the mean student is less than 10% greater than the mean percentage of correct answers for the lowest performing students in the sample group b) the test measures something else besides reading comprehension c) the test fails to measure word identification as well d) different forms of the test provide consistent results |
B |
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Teachers should base their reading instruction on: a) a sequence of reading skills provided by the teachers' edition of a basal reading system b) State and local content and performance standards c) the all-important goal of teaching children to use the public library d) story structure, through the use of story grammars, story maps, and story frames |
B |
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Mrs. K. has five fifth graders whose instructional reading level is fourth grade. She is determined that each of these students will meet the California English Language Arts Content Standards for grade five. She has: a) made a significant teaching error, the standards were never meant for every student b) a poor understanding of the role standards are supposed to play, they were never meant to be the basis for how instruction is designed c) a good understanding of the role standards play; they were meant for every student d) made a significat teaching error; the teachers' edition of the reading textbook series she uses will define what students should know and be able to do |
C |
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Mrs. G. teaches first grade. She has become frustrated with her attempts to use the Language Experience Approach (LEA) with her students. She does the LEA with some of her students in Spanish, which is the first language. For her English speakers, she does the LEA in English. She is frustrated because her students don't seem to say very much. Thus, she has little to write. This could be because: a) for almost all of the ELA sessions, she insists on selecting the topics, for ex. yesterday's topic was "Why should you work together to keep our classroom clean?" b) her students have not mastered the initial consonant sound-symbol relationships c) her students speak very little English d) she doesn't use 10x14 inch newsprint paper with room at the top of each sheet for her students to illustrate what they have dictated |
A |
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Mr. R. teaches sixth grade. He wants to determine who among his students will have difficulty with the sixth grade science book. He should: a) develop and administer tests of student knowledge of the etymology and morphology of specific science words b) use the following sources of information: the results of a standardized, norm-referenced reading comprehension test administered the year before, the results of an IRI, the results of a CLOZE test from the science textbook c) use of the following sources of information: the results of a standardized, norm-referenced reading comprehension test administered the year before, the results of an IRI, the results of a test of word identification strategies d) randomly select 50 words from two pages in the middle of the science text, then ask each student to read the words aloud |
B |
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A shared book experience is a god way to teach concepts about print because: a) the use of a big book will allow students to see the words on each page b) when students dictate a story, they are using their own language c) phonemic awareness is a strong predictor of beginning reading success d) concepts about print are best learned from part-to-whole, rather than from whole-to-part |
A |
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At the beginning of the school year, teachers should complete an IRI for each of their students. The IRI will include graded reading passages, students will read aloud several of these passages. The teacher will complete a miscue analysis of these oral reading episodes. Why? a) students enjoy reading aloud; there are many test in an IRI and it is important that the testing process include ome activities the children find enjoyable b) all California children are required to take reading tests in the spring of each year, these tests all include oral reading c) the miscue analysis will reveal which children are able to answer evaluative comprehension questions d) the analysis provide information needed to determine each child's instructional reading level |
D |
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In order to assess spelling, a teacher should: a) use spelling tests and a standardized test of spelling b) ask students to orally spell words that the teacher dictates c) ask students to both write correctly and spell orally words that the teacher dicates d) use spelling tests and samples of student writing |
D |
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It is the sixth month of school and Mrs. D. is concerned. Five of her kindergarten students don't understand the words in a story are read left to right, top to bottom. She should: a) rely on environmental print, a print-rich environment, reading aloud, and shared book experiences to teach this concept b) refocus her attention on phonemic awareness c) use a variety of instructional strategies to teach her students to use context to decode words that they do not know d) plan and implement direct, explicit lessons to teach directionality |
D |
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Mr. N. is concerned about the difficulty many of his students have in reading their fourth grade social studies textboooks. He should: a) Thoroughly assess the phonemic awareness of each student having difficulty b) teach a series of lessons on how to use the structure of expository text to improve comprehension c) teach several word identification strategies including phonics, sight words, and morphemic analysis d) realize the importance of narrative text structures and use those structures to help improve comprehension |
B |
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Mr. K. has a second grade student who has not learned the simple sound-symbol relationships that all second graders should know. He has taught his phonics lessons following a part-to-whole approach. He should now: a) rely on language play, requiring the student to memorize two or three simple chants each week b) Assess his teaching, consider alternatives, and try a whole-to-part approach c) refocus on teaching the meanings of Greek and Latin root words d) realize that spelling instruction in context will teach the student most of the sound-symbol relationships he needs to know |
B |
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Mrs. K. teaches fifth grade. In her classroom there are seven ELLs who have an instructional reading level of grade 3 in English. During teacher directed reading lessons, Mrs. K. should: a) ask students to read aloud every day, without practice, and in random order b) b shour to use the comprehension questions that appear at the bottom of each page in the teacher's edition of the basal reader c) divide the lesson in three parts: first, teach basic literacy concepts, such as directionality of English; second, focus on morphemic analysis, especially Greek and Latin root words; third, read through the story, stopping at the end of each paragraph to ask literal comprehension questions d) use a variety of strategies to support these students, including preview-review, visual aids, charts, and real objects |
D |
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Mr. Assiz is a kindergarten teacher. He wants his students to develop an understanding of word boundaries, which is knowing: a) the number of letters in a word b) the configuration of words (i.e., ther shape) c) where one word ends and another begins d) the first and last sound of a word |
C |
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Mrs. R. teaches kindergarten. She regularly reads aloud books with wordplay, such as Each Peach Pear Plum. This should help her students acquire: a) phonemic awareness b) understanding if story structure c) use of affixes to recognize unknown words d) a better knowledge of the importance of ongoing assessment using multiple sources |
A |
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Knowledge of the proper use of punctuation marks helps make a reader more proficient because: a) the structure of the English language refers to established rules for the use of language b) punctuation helps determine a text's meaning c) punctuation helps determine a text's length d) the rules of English usage vary according to dialect |
B |
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A first grade teacher who wants to assess the reading comprehension of her students may decide to have her students retell a story they have read. This form of assessment will, in most cases, assess which of the following: a) literal comprehension of the story b) knowledge of high-frequency words c) inferential comprehension of the story d) knowledge of sound-symbol relationships |
A |
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The language component that has to do with the way in which words are arranged in a sentence. |
Syntax |
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The structural organization of English. The grammar that regulates how words are combined into sentences, not parts of speech.
An error would be reading INTO for THROUGH. It's errors make sense in that the error is the same part of speech as the correct word. |
Syntactic |
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An explicit, direct teaching of phonics also referred to as analytic phonics. Starts with sentences and then work back to the sound/symbol relationship, which is the focus of the lesson. |
Whole-to-Part Instruction |
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The ability to distinguish the separate phonemes (sounds) in spoken words. It's only auditory. |
Phonemic Awareness |
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If an ELL has first learned to read in her first language, what will positively transfer to the challenge of learning to read in English? a) the directionality of printed text b) the concept that print, in some form, carries meaning c) the alphabetic concept d) the meanings of some words, for ex. the similarity of the Spanish mi and the English my |
B |
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A battery or collection of assessments administered individually to students such as: Word recognition lists, grade reading passages, reading interest survey, assessment of concepts about print, phonemic awareness, phonics, reading fluency, structural analysis, vocabulary, and spelling tests |
Informal Reading Inventory (IRI) |
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What a person nows about how to spell words. |
Orthographic Knowledge |
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Examines the way language is written (encoded). |
Orthography |
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Mrs. P. has decided to use a semantic map to teach her children the meanings of 3 words they will encounter during a reading assignment in their social studies textbook. During the lesson, the students will: a) learn the differences between derivational and inflectional suffixes b) look at a list of attributes for the 3 words and then decide whether each attribute fits each word c) write each word in some sort of personal dictionary d) Use diagrams to organize words and phrases that define each word |
D |
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Ms. Keino is a fourth grade teacher. She wants to increase the meaning vocabularies of her students. In addition to teaching her third grade students the meanings of difficult words they will read in their basal readers, social studies textbooks, and science textbooks, Ms. Keino should also: a) begin the use of a direct and explicit approach to teaching phonics b) be sure that each student completes at least one workbook page a week c) do what is necessary to increase both the amount of time her students read and the type of books they read d) assess all her students for their ability to distinguish simple, compound, and complex sentences |
C |
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In a syllable, is the initial consonant sound or consonant blend. |
Onset |
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In a syllable, is the vowel sound and any consonant that follows the onset. |
Rime |
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Chair, desk, fan, and shoe are all examples of: a) free morphemes b) diphthongs c) bound morphemes d) words with two phonemes |
A |
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Words that don't have prefixes or suffixes. i.e. test |
Free Morphemes |
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Words that hav prefixes or suffixes, the prefixes and suffixes can't occur alone. i.e. -un, -est |
Bound Morphemes |
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Ms. Y. is a teacher who believes in a balanced approach to teaching reading. She understands the importance of phonemic awareness in reading development. So, she teaches many directed lessons to develop her kindergarteners' acquisition of phonemic awareness. To balance these lessons she should: a) develop a series of worksheets to reinforce what the students have learned b) administer a timed test to see what each student has learned c) use chants and songs with rhyming words d) use contextual redefinition and the clueing technique |
C |
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Ms. W. has been using guided reading with a group of five of her students. The lessons always seem to go badly. The students in this group do not seem to understand what is going on in the stories they read. This could be because: a) she should be doing guiding reading with her entire class, using an instructional aide to assist her less able readers. b) she neglected to include a writing assignment with each guided reading lesson, for ex. writing personal responses to stories in journals c) the five students have 3 different instructional reading levels d) the five students are not all the same age |
C |
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Ms. Harris teaches fourth grade. She is teaching a series of lessons on the use of simile and metaphor in children's literature. This will help students better understand an author's use of: a) text structures that compare and contrast b) mood and tone c) figurative language d) integral setting |
C |
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Mr. Chin is a fifht grade teacher. He has tested a students and learned that he has very poor word identification skills. In fact, the student struggles with consonant blends, consonant digraphs, and diphthongs. Mr. Chain should: a) teach this student those sound-symbol relationships b) focus on fifht grade word identification tasks, like learning the meanings of common Greek and Latin root words c) place the student in a second grade classroom during reading time d) work on skimming and scanning, important content-area reading skills for fifth grad
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A |
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Strategic readers choose to implement a variety of interventions when they are reading. These include: a) the ability to distinguish characters from setting b) use of the libray to find specific details c) the use of phonemic awareness to segment words d) stopping to clarify, perhaps by rereading a paragragh |
D |
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A fourth grade teacher in a small elementary school knows that both third grade teachers do a poor job of exposing their students to expository texts. A reasonablee first step toward her goal of helping her students become proficient when reading such texts is to: a) include expositor textes, like biography and information books, in her read aloud program b) develop a list of words that are likely to appear in the poetry she will read to her students; begin to dirctly teach the meanings of those words c) stop relying on standardized reading tests to make judgments about the reading ability of her students and start using a more comprehensive system of assessment d) acknowledge that learning in all content areas is supported by strong reading comprehension strategies and study skills |
A |
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Many teachers use onsets and rimes to improve the word identification skills of their students. This is because: a) It makes sense to teach onsets and rimes because most young children are not ready to recognize the number of phonemes in a word b) once children know the definitions of onset and rime, they can determine which syllables have an onset and a rime and which only have a rime c) of all the word identification strategies children use, phonics is the least effective d) the most common rimes appear repeatedly in English words |
D |
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A teacher who selects high-frequency words for a weekly spelling list could provide the following rationale for that decision: a) the use of morphemic analysis to decipher words in an important skill for children to acquire and spelling lessons should focus on prefixes, suffixes, and root words b) high-frequency words are those words that appear most frequently in printed English c) this will help children as they go about the process of mastering the most regular sound-symbol relationship in English d) phonetic spellers choose at least one letter to represent each sound in words they write |
B |
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Ms. Junxia teaches fifht grade. She has five students who have difficulty with end punctuation. They sometimes omit any ending mark. But more frequently they use a period to end all sentences, even those requiring a question mark or an exclamation point. She has decided to teach this group of children a series of five lessons on end punctuation. Knowledge of the proper use of end punctuation affects reading performance because: a) students who now about how to use end punctuation appropriately will make fewer erros when asked to make up words with many prefixes and suffixes b) this knowledge will reinforce their understanding that English moves left to right c) end punctuation is onle one aspect of knowing the structure of the English language d) it will help students pause at appropriate places in the text and it will help them understand the meaning of the text |
D |
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A teacher who wants to increase the amount of time students spend reading independently has many possible instructional interventions to consider. If a teacher considers the possibilities and decides to administer an informal reading inventory (IRI), what is the rationale behind this choice? a) an IRI has a high degree of validity because the inventory will include a battery of tests, each allowing the teacher to view reading development from a different perspective b) in order to help children select books that are written at a level they can easily understand, it will be necessary to determine each child's independent reading level c) research shows that the amount of time any child spends reading independently dependes on many factors d) students independent reading plays a critical role in promoting students' familiarity with language patterns |
B |
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Children in the precommunicative stage of spelling development: a) should have a program of reading instruction that focuses on learning sight words, especially the fifty words tht appear most frequently in printed English b) will, for the most part, not want to take part in playful language activities, like chanting and singing c) do not use graphophonemic relationships when they write d) should have a program of reading instruction that focuses on phonics |
C |
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Teachers should have an assessment plan that uses a variety of measures to evaluate student development. This would include informal measures like: a) anecdotal records the teacher has carefully kept while students are engaged in reading activities b) a teacher-developed test of recognition of 100 high-frequency words c) a standardized, norm-referenced test of reading comprehension if the test includes questions assessing the following levels of comprehension: literal, inferential, and evaluative d) a test concepts about print produced by the publisher of a basal reading series that includes a very specific script for the person administering the test |
A |
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Mr. N. teaches kindergarten. One key component of his reading/language arts program is the shared book experience. He wil need: a) writing paper with clearly marked lines b) 3x5 in. cards, each with one of the words on Fry's New Instant Word List c) Big Books d) students who have already developed the ability to read books written at a fourth grade instructional level |
C |
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Ms. Chung sang "Who has the /m/ word to share with us?" as her student looked at the stuffed animals she gave them. Fred, who had a monkey, said, "I do, Ms. Chung!" This is an example of: a) a child who can successfully do sound matching tasks, and is developing phonemic awareness b) a child who can successfully do sound addition and substitution tasks c) a teacher who facilitates reading comprehension before students read, while they read, and after they read d) a teacher who has successfully taught her students how to analyze literature by using literary elements |
A |
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Mrs. B. is the principal of E.B. White Elementary School. She visited second grade classroom and met with the teacher after school. Mrs. B. told the teacher, "I was so impressed with how you have organized your classroom library. You really have made it easy for students to find books that they are able to read." The teacher might have: a) restricted access to the classroom library so that students only go there when the teacher or an instructional aide can assist them in selecting a book b) prepared a bulletin board next to the classroom library featuring the last ten winners of the Caldecott Medal c) chosen only 50 books for the library, for each book she has highlighted in yellow the words that last year's students could not identify d) organized the books by independent reading level |
D
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The following principles should guide your assessment of your students: a) assessment should be ongoing; you should gather information from multiple sources b) the most important information is the students' self assessment c) tests should have both multiple choice and essay questions; test should be brief d) no formal test measures everything, so the key is to use many different formal tests, each with high reliability and validity |
A |
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Ms. Romero teaches third grade. She wants to do a better job of selecting spelling words for her students to learn. She should: a) organize her speling lists by grouping words by syllable length, and be sure that each week's list includes wors of one, two,, and three syllables b) Find a list of the rimes that occur must frequently in printed English; then encourage her students to include words with those rimes in their entries in their journals c) create a list of words based on orthographic patterns and high-frequency wors that do not conform to those patterns d) realize that no systematic approach to teaching spelling works; that some children will always have difficulty with spelling |
C |
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To teach the meanings of six words students will encounter in the story they will read in their basal readers, Mr. Y. should first: a) prepare six copies of a worksheet; the worksheet will include three sentences for each of the words and attempt to teach their meaning through context b) prepare a chart listing the target words along the vertical axis and their characteristics along in the horizontal axis c) give the students a simple test to determine which words each student does not know d) write the definitions of each word on six separate cards, but only display those cards if his oral explanations prove insufficient |
C |
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Mrs. Griffith teaches kindergarten. She has decided to construct a learning center featuring examples of environmental print. She will include all of the following except: a) old cereal boxes b) big books c) bumper stickers d) candy wrappers |
B |
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A test of phonemic awareness could ask students to perform any of the following tasks: sound matching, sound isolations, sound blending, sound addition and substitution, and sound segmentation. Why might a teacher want to start with a test of sound segmentation? a) a test of sound segmentation is easy to develop b) this is the easiest of the phonemic awareness tasks c) this is the most difficult of the phonemic awareness tasks d) because the other choice, to start with sound matching, requires the use of words with three and four syllables |
C |
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Teachers with ELLs who are able to read in English will plan English reading activities for those students. How can teachers support the reading development of their ELLs? a) conduct daily assessment of each ELL on his or her ability to use morphemic analysis to decode difficult words b) understand that English differs from other languages in that not all languages are alphabetic and some languages are more phonetically regular than English c) understand that if the children have learned to read in a language other than English, that there will be a negative transfer of those literacy skills to English d) place the initial instructional emphasis on concepts about print, especially directionality and the tracking of English print |
B |
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Ms. Shuwei was a student teacher in a second grade classroom. She told her supervisor that the next time she visited she would teach a lesson on consonant blends. Ms. Shuwei was working on ph as in graph, ch as in much, and sh as in bush. She carefully told her students that these letter combinations made a blended sound, with each letter making a sound. Her supervisor had a shocked look on her face because: a) before students are able to learn about consonant blends, they must learn hw to take turns when they work in small groups b) these letters aren't consonant blends, they are consonant digraphs and each pair of letter makes only one sound c) these letters aren't consonant blends, they are consonant diphthong and each pair of letters make a glided vowels sound d) ph as in graph and ch as in much should never be taught together in the same lesson |
B |
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Mr. Hana-Rigelman has used graphic organizers to provide students a preview of what they will be asked to read in social studies textbooks. They don't seem to be working. This could be because: a) each organizer consists of only three to five words b) he has used the structured of the text to develop graphic organizers c) he presents the graphic organizers to his students before they read d) each organizer is a chart summarizing what the content children learn when they read |
A |
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When reading expository text, students frequently will read "differently" than when they read a narrative text. They might, for example, have to skim or scan. This most likely would occur when a student: a) reads to locate information in an encyclopedia b) reads a chapter in a social studies textbook c) reads a biography of Marion Jones d) reads a poem written about Michael Johnson |
A |
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Mr. B. wants his fourth graders to use context to unlock the meanings of words they do not know. He will plan activities that will help his students use semantic clues, which are: a) the meanings of surrounding words b) clues based on word order c) inappropriate for fourth graders because they are too easy d) a part of morphemic analysis |
A |
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Mr R. is a fifth grade teacher. Almost all of his students are excellent readers. He has four students, however, who have difficulty understanding what they read despite the fact that the children in this group make very few word identification errors. To help this group of four students, he should: a) develop a comprehensive plan to teach meaning vocabulary, especially key words this group of students will encounter in their basal readers, social studies, and science textbooks. b) assess the students to determine if each has developed phonemic awareness, if not he should begin with a series of lessons on sound matching c) teach students to use guide words when they are using the dictionary d) do very little, there is every reason that this group of children will outgrow the problem with very little help |
A |
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A teacher who decides to use onsets and rimes as a basis for a series of lessons for his students who are struggling with word identification could provide the following rationale for his decision: a) knowledge of onsets and rimes will help students understand story structure b) it is easy to use diagrams, charts, and illustrations to teach onsets and rimmes; this will particularly help the teacher's English language learners c) even though state and local content standards have inexplicably ignored onsets and rimes, standards produced by national organizations have emphasized their role in beginning reading instruction d) once a student understand the graphic representation for a rime, she has a useful tool to decode all words that include the rime |
D |
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Something a reader consciously chooses to implement. |
Strategy |
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Characterized by the teacher working on helping students achieve all the grade-level standards. This means that all children in the classroom recieve direct, explicit instruction in reading skills and strategies, and should have opportunities to use those skills and strategies to read a variety of texts and write in several formats. |
Comprehensive Instructional Program |
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The strategic and appropriate selection of skills to be taught according to the students' reading level. |
Balanced Instructional Program |
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1. The teacher knows precisely what skills and strategies each students at each grade level should master, according to the content standards. 2. The teacher is systematic in that the results of assessments focus instructional planning- those studets who are not acquiring a skill or strategy are grouped together for additional lessons. |
Dimensions of Systematic Teaching |
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Define what skills and knowledge children should acquire at each grade level. All instructional decisions including materials, grouping of students, act. planned, and pace of teaching should enable students to achieve each standard. |
ELA Content Standards |
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Words that have the same spelling but different meanings and possibly different pronunciations.
i.e. bark (dog) bark (tree)
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Homographs |
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Provides guidelines on what should be taught at each grade level and how to assess and teach that content. It also provides guidelines for the selection of instructional materials. The framework calls for an instructional program in reading and language arts that is balanced and comprehensive. |
CA Reading/Language Arts Framework |
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Instruction with adjustments to meet the needs of individual students or a group of students sharing the same need. |
Differentiated Instruction |
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These are teacher-directed to teach a specific reading skill or strategy. These lessons are best taught to small groups of students who share a common need. |
Direct and Explicit Lessons |
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The level at which reading material is so difficult that the student can't read it even with help. Frustration is reached when either word recognition is 90% or lower, or comprehension is 50% or lower. |
Frustration Reading Level |
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An assessment device in which a student reads a series of selections that gradually increase in difficulty. The teacher records oral reading errors and assesses comprehension in order to determine levels of materials that a student can read. |
Informal Reading Inventory (IRI) |
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The level at whih a student needs a teacher's help. Comprehension is 75% or higher, and word recognition is 95% or higher. |
Instructional Reading Level |
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* Focuses on observable changes in behavior. * Behavior is the result of a person's response to stimuli, which can be adapted to strengthen or reduce a person's behavior. * Instruction is broken down into small successive steps. Students learn individual leter sounds and then learn to blend the sounds to form words. * Activities used: Flashcards to teach sight words, scripted lessons from the basal reader. |
Behaviorism |
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* Reading is a process in which readers actively search for meaning in what the read. * Reading depends on reader's background or prior knowledge (schemata). * Readers construct meaning based on this background knowledge. |
Constructivism |
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*Giving personal examples, or creating new examples * Drawing pictures * Giving demonstrations * Making comparisons * Drawing inferences * Making predictions * Reflecting on ideas * Solving problems * Creating stories, plays, and essays |
Activities to activate background knowledge |
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* Meaning is created in the transaction that occurs between the text and the reader. * Readers read for two purposes: to gain knowledge from a text and to enjoy a text. |
Reader Response Theory |
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A kind of reading in which the focus is on obtaining or carrying away information from the reading. |
Efferent Reading (Stance) |
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* The study of links between psychology and language. * Belief that reading is primarily a language process. (Readers rely on language cueing syst. to help them rapidly read text). * Readers use their knowledge about language, and the world in general, to drive their thinking as they engage in the reading process. |
Psycholinguistic Theory |
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* Combines features of behaviorism with social learning. * People learn from observing others (models) |
Social Learning Theory |
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* Individuals learn as a result of social interactios with others * Development depends on a culture's language, writing, and counting systems. * ZPD and Scaffolding |
Social Constructivism |
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A type of reading in which the reader focuses on experiencing the piece: the rhythm of the words, the past experiences the words call up. |
Aesthetic Reading (Stance) |
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The difference between independent performance and potential performance as determined through problem solving under the guidance of an adult or more capable peer. |
Zone of Proximal Development |
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The support and guidance provided by an adult or more capable peer that helps a student function on a higher level. |
Scaffolding |
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* Starts with large stuff and assumes that the small stuff will come. (More holistic approach) * Takes into consideration the whole text, students' background knowledge, and knowledge of language first. |
Top-Down Approach |
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* Pre-reading * Decoding * Confirmation * Reading to learn * Multiple viewpoints * Construction and judgment |
Stages of Reading Acquisition |
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Occurs when a child writes a word but doesn't know the accurate spelling. Teachers must challenge children to figure out how words are spelled. |
Invented Spelling |
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Known as the within word pattern or orthographic stage because students are beginning to see patterns such as final e and double vowels. |
Consolidated Alphabetic Stage |
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The knowledge that oral English is composed of smaller units. |
Phonological Awareness |
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The smallest unit of speech (speech sound). |
Phonemes |
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English letters that represent phonemes. |
Graphemes |
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Way of teaching reading and spelling that stresses letter-sound relationships. i.e. knowing that "ph" makes the sound "f". |
Phonics |
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The study of the speech sounds that occur in language, including the way these sounds are articulated. |
Phonetics |
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1) Orientation 2) Presentation 3) Structured and Guided Practice 4) Independent Practice and Application |
Model of Instructional Delivery |
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States that speech sounds are represented by letters. |
Alphabetic Principle |
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Rimes that have the same spelling. (Word Families)
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Phonograms |
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* Word Awareness * Syllable Awareness * Word Blending * Syllable Blending * Onset and Rime Blending |
Activities to Develop Phonological Awareness |
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The goal is to help children become aware that sentences are made up of words. It requires children to detect and identify word boundaries. |
Word Awareness |
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Children clap their hands as they say each syllable in a two-syllable or three-syllable word. |
Syllable Awareness |
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The child is challenged to take two single-syllable words and combine them to make a compound word. |
Word Blending |
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The child is required to blend two syllables into a word. i.e. /sis/ + /ter/ |
Syllable Blending |
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The teacher says the onset such as /b/ and the rime /ank/. The children put them together and say bank. |
Onset and Rime Blending |
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Children are given a word and ask to tell which sound occurs at the beginning, middle, or end of the word. |
Sound Isolation |
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Children are asked to identify the same sound across words. "what sound is the same in each of these words?" |
Sound Recognition |
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Children put sounds back together to form words. |
Sound Blending |
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The teacher asks children to substitute one sound for another. |
Sound Subtitution |
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The ability to delete a sound (works best for consonant blends). i.e. the word black, take away the b to get lack. |
Sound Deletion |
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The ability to separate a word into its component sounds. |
Sound Segmentation |
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Sounds associated with letters. |
Graphophonics |
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When a reader uses the letters on a page to retrieve the sounds associated with those letters. |
Decoding |
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When readers apply letter-sound knowledge immediately. |
Sight Word Recognition |
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When readers deliberately and consciously apply letter-sound knowledge to produce plausible pronunciation of an unknown word. |
Word Attack |
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When an individual uses knowledge of letter-sound relatioships to identify the letters that will be needed to make a specific written word (spelling). |
Encoding |
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Basic principles about how letters, words, and sentences are represented in written language, and understnding that print carries meaning. Understanding of the directionality of print and the ability to track print in connected text, and book-handling skills. |
Concepts about Print |
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The ability to identify both the uppercase and lowercase letters when a teacher says the name of the letter. |
Letter Recognition |
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The ability to say the name of a letter when the teacher points at it. |
Letter Naming |
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The ability to write the uppercase and lowercase letters legibly. |
Letter Formation |
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The goals of this activity are to discover good bookks, to see that reading books is fun, and to teach concepts about print. |
Shared Book Experience |
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This teaches that print carries meaning. It also helps recognize the covers of books. |
Reading Aloud |
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Children share an experience and then dictate an account of it to an adult, who records it verbatim. Intended to develop and support children's reading and writing abilities. |
Language Experience Approach |
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The ability to read aloud, or decode words correctly. It's knowing how to pronounce a word. |
Word Identification |
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The connection between a word being pronounced and its meaning. |
Word Recognition |
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The process of recognizing words by analyzing the syllables in a word. |
Syllabic Analysis |
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Two or three-letter combinations, each letter makes a sound. i.e. pl in play. |
Consonant Blends |
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Two-letter combinations that make one sound. i.e. ph makes the sound f. |
Consonant Digraphs |
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Two-vowel combinations that make a single sound. i.e. ai and ay in way and wait. |
Vowel Digraphs |
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Glided sounds made by such vowel combinations as oi in oil. |
Diphthongs |
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* Precommunicative * Semiphonetic * Phonetic * Transitional * Conventional |
Stages of Spelling Development |
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Children spell almost all words correctly. They generally recognize that a word they have spelled "doesn't look right." |
Conventional Spelling Stage |
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Children know most of the orthographic patterns of English. |
Transitional Spelling Stage |
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Children show no understanding that letters represent sounds. They write by drawing pictures o making squiggles. If letters appear, they are randomly assigned. No understanding of the alphabetic principle. |
Precommunicative Spelling Stage |
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Children attempt to use letters to represent sounds. They have poorly devloped knowedge of sound-symbol relationships. Children doesn't write at least one letter for each sound in a word. |
Semiphonetic Spelling Stage |
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Children know that letters represent sounds and at least one letter represents each sound in a word. They don't choose the right letter or combination of letters to represent sounds. |
Phonetic Spelling Stage |
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Phonics are taught incidentally as something that is not the central focus of a lesson. |
Embedded Phonics |
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Students are taught unfamiliar words by comparig them to known words, usually onsets and rimes. |
Analogy Phonics |
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Words recognized immediately. These words are taught as whole units without breaking them dow by phonic or morphology. |
Sight words |
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The ability to read a text quickly and accurately. |
Fluency |
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Independent reading level + Personal Interest = Best chance of success. Once determined IRL and PI of students, teachers can help them find books that meet that criteria |
I + I Strategy to motivate Independent Reading |
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Time when students read silently. It's held at the same time every day, 5 min. a day for first weeks of 1st grade or as much as 30 min. for 6th graders. No interruptions are allowed. |
Sustained Silent Reading (SSR) |
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Implemented prior to instruction to determine which students possess prerequisite skills and knowledge and which students already have mastered the skills that are going to be taught. |
Entry Level Assessment |
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Determines which students have achieved the target standard(s). |
Summative Assessment |
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Takes place during an instructiona unit to know which students are making adequate progress toward achieving the target standard(s). |
Progress Monitoring Assessment |
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Something that makes the reader do automatically or with automaticity. |
Skill |
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Schemata readers bring to text (background knowledge, experience, and conceptual understanding). (Word and sentence meaning). |
Semantics |
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* Semantic * Syntactic * Graphophonic |
Cueing Systems |
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* Accuracy * Prosody * Rate |
Key indicators of fluency |
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Being able to pronounce or sound out a word and also to know the word's meaning. |
Accuracy |
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The ability to rapidly decode words, read phrases, and sentences. |
Rate |
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Read with appropriate expression, including emphasis of certain words, variation in pitch, and pausing. |
Prosody |
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Books that follow a set pattern, making it easy for the child to predict what the sentences are going to say. |
Predictable books |
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Books that feature a single sentence per page that describes or relates to the illustration in much the same way that a caption relates to a photo. |
Caption books |
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Books that depict a number of objects, actions, or people and provide printed labels for them |
Label books |
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Improve word recognition, speed and accuracy. To a esser extent, improves reading comprehension. Four rereadings are enough for most students. |
Repeated Readings |
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The teacher selects a passage for the student and then determines a challenging rate criterion. The student rereads until he/she hits the criterion. |
Timed Reading |
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It requires a recorded version of a text read aloud by a fluent reader. It helps students build their ability to recognize words automatically and to improve their phrasing. |
Tape-Assisted Reading |
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It can be used in a whole-class or small group activity. It's an excellent way to foster fluency and expression in reading. |
Choral Reading |
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A form of dramatization in which the students read aloud a selection as though it were a play. It has the potential to build appropriate rate, accuracy, phrasing, and expression. |
Reader's Theater |
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Tasks that can be performed without attention or conscious effort. |
Automaticity |
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A group of students each read aloud to themselves, usign soft voices. It's a good interventio to build rate. |
Whisper Reading |
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Uses a text especially marked by the teacher. The goal is to get students to move beyond word by word reading and to recoginize phrases in sentences and read them appropriately. It buids prosody. |
Phrase-Cued Reading |
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States that over a period of time the gap between high-achieving readers widens. |
Matthew Effect |
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Includ simple words that most children will know without instruction. |
Tier 1 Words |
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Include more difficult words that appear in several contexts across tow or more areas of study. These should be the focus of vocabulary instruction. |
Tier 2 Words |
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Include the most difficult words of all because they are used only in one specific domain or area of study. |
Tier 3 Words |
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To teach meaning of words, it makes use of the context surrounding the target word and the power of cooperative learning. Effective when teaching words from a story in a basal reader or from a chapter in a textbook. |
Contextual Redefinition |
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Diagrams useful in prereading instruction because they not only teach the meanings of words, but also help children activate their prior knowledge of key concepts associated with the target words. |
Semantic Maps/Word Maps |
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A graphic organizer or diagram that uses a grid to compare a series of words or other items on a number of characteristics. It works well with words from social studies and science units. |
Semantic Feature Analysis |
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Words with the same sound but different spelling. (Mail and male) |
Homophones |
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Words that look alike and mean the same thing in two languages. |
Cognates |
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Uses drawings with or without labels to show interrelationship among words or concepts |
Pictorial Map |
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The order of words in sentences. |
Syntax |
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The ability of a reader to understand the surface meaning of a text. Questions have answers in the book. |
Literal Comprehension |
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The ability of a reader to interpret what he/she has read. The answers to questions are not in the text, the reader must speculate based on the surface meaning of the text. |
Inferential Comprehension |
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The ability of the reader to make judgments about what he/she has read. Answers to questions are not in the text. |
Evaluative Comprehension |
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One that is peculiar to a language and cannot be understood from the individual words making up the expression. i.e. call up a friend. |
Idiomatic Expression |
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Model implemented over a sequence of lessons. The teacher starts by doing most of the work, and then generally releases responsibility to students. |
Gradual Release Resposibility Model |
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Strategy that follows the Gradual Release Model. It's an instructional process for teaching strategies of predicting, generating questions, clarifying, and summarizing. |
Reciprocal Teaching |
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Stories of actual or fictional events. i.e. short stories and novels |
Narrative Texts |
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Have their origins in oral storytelling and have survived through generations. |
Traditional literature or Folktales |
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Explain a natural phenomena. i.e. "Why the mosquitoes buzz in people's ears?" |
Cummulative Tales |
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Stories full of enchantment and magic. |
Fairy Tales |
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Stories with much exaggeration |
Tall Tales |
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Stories that teach a lesson. |
Fables |
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Explain the world around people. |
Myths |
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Includes stories that play with the laws of nature and have known authors. Includes aninmal fantasy with beasts that can talk, tiny humans. |
Modern Fantasy |
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It has struggle between good and evil set in a fantastic world. The hero or heroin usually goes on a quest of some sort. i.e. Harry Potter |
High Fantasy |
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The story features some improved or futuristic technology. |
Science Fiction |
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Stories that take place in the present day in the real world. They can be humorous or quite serious. |
Contemporary Realistic Fiction |
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Includes realistic storis that are ser in the past. Good historical fiction makes the past come alive to young readers. |
Historical Fiction |
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A form of poetry that tells a story and is usually set to music. |
Ballad |
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Words of a song. In poetry, however, is one that expresses personal feelings. |
Lyric |
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A pair of lines in a poem that usually rhyme and have the same meter. |
Couplet |
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A long poem telling a story, usually about heroic deeds. |
Epic |
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A form of lyric poetry with 14 lines. They have a strict rhyming scheme and a strict internal structure. |
Sonnet |
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Provide a visual representation of certain elements of the story. Help students think about the structure of a story and how the elements relate to each other. |
Story Maps |
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Challenge students to identify the specifics of each literacy element. |
Story Grammars |
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The way authors use words. It's how the story is told. |
Style |
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The use of words in a nonliteral way that gives them meaning beyond their everyday definition and provides an extra dimension to the word's meaning. |
Figurative Language |
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An exaggerated comparison. |
Hyperbole |
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An implied comparison |
Metaphor |
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Giving human traits to nonhuman beings or inanimate objects. |
Personification |
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A stated comparison between unlike things using the words like or as. |
Simile |
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A person, object, situation, or action that operates on two levels of meaning - the literal and the symbolic. |
Symbol |
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When the author appeals to the reader's senses- sound, smell, sight, touch. |
Imagery |
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Occurs when there is incongruity between what a character says or does and reality. |
Irony |
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A literary device in which the author drops hints about what might happen later. |
Foreshadowing |
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Texts that provide information about a topic. |
Expository Texts |
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A fast reading of a text, usually for purposes of preview or review. The reader looks for key words, subtitles, and important sentences. |
Skimming |
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A rapid reading to find specific information. The reader swiflty sweep over the page looking for a path to the correct details. |
Scanning |
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To read a content-area text very carefully for a full understanding of the information presented. |
In-depth Reading |
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Examining a record of a student's oral reading to identify and classify errors. |
Miscue Analysis |
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* Use of nursery rhymes * Rhyming riddles * Rhyme time cards * Direct Instruction |
Instruction to identify rhyming words |
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* Informal Reading Inventory * Miscue Analysis * Running Records * DIBELS - ORF |
Assessments for Fluency |
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A child who repeatedly makes these errors is either reading word by word and depending too much on phonics to decode words. |
Graphophonic Errors |
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Meaning related errors. i.e. dad for father. |
Semantic Errors |
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These errors make sense in that the error is the same part of speech as the correct word. i.e. reading into for through. |
Syntactic Errors |
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This assessment measures the child's ability to separatly articulate the sounds of a spoken word in order. |
Yopp-Singer Test of Phonemic Awareness |
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* Environmental Print * Magnetic Letters * Letter Stamps * ABC Books * Alphabet Chart or Song * Letter Containers * Letter Sorts * Dry-erase Boards |
Activities to Teach the Alphabet |
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* Concepts About Print Test from Mary Clay * Basal Reading System such as Open Court or Houghton Mifflin * Picture Books to test directionality & tracking of print, word boundaries, and that print carries meaning. |
Informal and Formal Assessments of Concepts About Print
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* Phonics * Sight Words * Structural Analysis * Syllabic Analysis * Context Clues |
Word Identification Strategies |
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* Sound Isolation * Sound Identity * Sound Blending * Sound Substitution * Sound Deletion * Sound Segmentation |
Activities to Develop Phonemic Awareness |
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* Repeated Readings (for word recognition, speed, and accuracy) * Choral Reading * Tape-assisted Reading * Partner Reading * Echo Reading * Reader's Theater (fluency, rate, and prosody) |
Activities for Fluency Instruction |
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* Whisper Reading * Indepedent Silent Reading |
Activities to Build Rate |
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Phrase-Cued Reading |
Activity to Build Prosody |
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* Importance and Utility * Instructional Potential * Conceptual Understanding |
Criteria for Identifying Tier 2 Words |
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* Notices environmental print * Interested in books * Pretends to read * Uses pictures cues and predictable patterns to retell the story * Rereads familiar pattern books * Identifies some letters * Recognizes 5-20 high-frequency words |
Characteristics of Emergent Reading |
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* Distiguishes between writing and drawing * Writes letters or scribbles on the page * Develops directionality * Shows interest in writing * Writes his first and last names * Writes 5-20 high-frequency words * Uses sentence frames to write a sentence |
Characteristics of Emergent Writing |
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* Semantic Feature Analysis * Word Maps * Vocabulary Square * Vocabulary Picture * Picture sort/Vocabulary boxes |
Activities to Teach Vocabulary |
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* Read and pronounce the word * Give a student-friendly explanation * Provide a different context from the text |
Introduction of a Specific Word |
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* Definition/Explanation Clues * Restatement/Synonym Clues * Contrast/Antonym Clues * Inference/General Clues |
Context Clue Types |
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The general rule for students to select books at appropriate reading level. Students pick a book that is not too easy, not too hard, but just right. |
Goldilocks Test |
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Students select a book and turns to a page in the middle of it. The page should have at least 50 words. The children then read that page, putting one finger up each time the come to a word they can't read. If they have 5 fingers up before the ending of the page, they need to choose another book. |
Five fingers Test |
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The component of language that has to do with engaging in effective communication. Appropriateness of language. |
Pragmatics |
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Producing and understanding speech sounds. |
Phonology |
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* SQ3R * THIEVES * Probable Passage * Video * I see, I think, I wonder |
Strategies to Previewing a Text |
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* KWL Chart * Questioning * Think-Pair-Share * Realia * Picture Drawing * Anticipation Guide * Picture File |
Strategies to Activate Background Knowledge |
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* SQ3R * Knot Strategy * Questioning/ReQuest * QAR |
Strategies to Setting Purpose & Goals |
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* DR-TA * Sequencing * Quote * Mystery Passages * Think Aloud |
Strategies for Predicting |
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* Herringbone/Fishbone * Chucking Task * Retelling * Reader Response * Gist |
Strategies to Identify Main Idea
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* QAR * It says, I say, and so * Macro- Cloze * Mystery Passages * Scanning * Predicting * DRTA * Think Aloud |
Strategies for Inference |
