Reading Praxis

Context cues are useful in:

Understanding the meaning of words that are not familiar.

A student is taking a reading test. The teacher has blocked out a number of words. Each blank is assigned a set of three possible words. The student must select the correct word form each set so that the text makes sense. The student is taking

A maze test. A maze test is a specific type of specific type of cloze test. In a cloze test, words are deleted and the reader must supply the missing words using contextual clues and vocabulary that is familiar. A maze test is multiple choice application of a cloze test.

The most effective strategy for decoding sight words is:

None; Sight words cannot be decoded.

Another name for a persuasive essay is

Argumentative essay

The purpose of targeted instruction is to

Assess and target areas needing improvement as well as areas of greatest strength for each student to ensure the all members of a class are receiving instruction tailored to their specific needs.

Which choice is not a cueing system used to understand unfamiliar words

Auditory There are various cueing systems that readers can use to help them understand how to read or comprehend unfamiliar words. Semantic cueing helps with understanding word meaning, the readers uses the meaning of words around an unfamiliar word to understand what that word means. Syntactical cueing can also be called grammatical cueing in which a reader uses the syntax of a sentence to understand more about an unfamiliar word. Graphophonic cueing is most useful in decoding or breaking words down into smaller components new words.

When working with ELLs the teacher should

Avoid idioms and slang, involves students in hands on activities reference students prior knowledge, and speak slowly. Teachers of ELL should not employ idioms and slang in their instruction because these informal uses of speech are likely to confuse the students. Involving students in hands on activities such as group reading and language play makes the experience both more meaningful and more immediate. New knowledge can only be absorbed by attaching it to prior knowledge, referencing what students already know is essential. Speaking slowly to ELL is important because they are processing what is being said at a slower rate than native speaker.

Caret, carrot, to , two, and too share something in common. They:

are homophones. Homophones are words that are pronounced the same, but differ in meaning.

a cloze test evaluates a student's:

Understanding of context and vocabulary In a cloze test a reader is given a text with certain words blocked out. The reader must be able to determine probable missing words based on contextual clues. In order to supply these words, the reader must already know them.

A reading teacher is working with a student who has just moved to Texas from Korea. The child knows very few words and gestures the teacher asks her to read one folk tale. the child reads the familiar tale in Korean. The teacher then writes key English words on the board and asks the child to find those words in the book. When the child finds the words they read them together. This strategy is:

Useful. The child will feel more confident because the story is already familiar. She will also feel that the lesson is a conversation of sorts, and that she is communicating successfully. She will be motivated to learn the English words because they are meaningful and highly charged. As a newly arrived immigrant the child feels overwhelmed. Presenting her with a book of folk tales from her country tells her that she needn't lose her culture in order to function in this one. It is also comforts her by reminding her that her past and present are linked. Allowing her to speak I Korean helps her express herself without fear of judgement or failure. Presenting her with an English vocabulary that is meaningful ensures that she will eagerly embrace these words her first words in her new language.

A student is able to apply strategies to comprehend the meanings of unfamiliar words; can supply definitions for words with several meanings such as crucial, criticism, and witness; and is able to reflect on her background knowledge in order to decipher a word's meaning. These features of effective reading belong to which category?

Vocabulary Strategizing in order to understand the meaning of a word, knowing multiple meanings of a single word, and applying background knowledge to glean a word's meaning are all ways in which an effective reader enhances vocabulary. Other skills include an awareness of word parts and word origins, the ability to apply word meanings in a variety of content areas, and a delight in learning the meanings of unfamiliar words.

A fourth grade teacher had her students write haiku in order to promote the students'

Vocabulary The tightly controlled syllabic requirements will cause students to search for words outside their normal vocabularies that will fit the rigid framework and still express the writer's intended meanings. Often, students will rediscover a word whose meaning they know, but they don't often use.

A student encounters a multisyllabic word. She's not sure if she's seen it before. What should she do first? What should she do next?

Locate the vowels, then locate familiar word parts. Syllables are organized around vowels. In order to determine the syllables, this student should begin by locating the vowels. It's possible to have a syllable that is a single vowel (a/gain). It isn't possible to have a syllable that is a single consonant. Once the word has been broken into its component syllables the reader is able to study the syllables to find ones that are familiar and might giver her a clue as to the words' meaning such as certain prefixes and suffixes.

The thesis statement is:

A thesis statement offers a hypothesis or opinion that the remainder of the paper then sets out to prove. Oftentimes, the thesis statement also offers a clear road map of the paper, foreshadowing the focuses of the paragraphs that follow and the order in which they will appear.

Which texts are likely to foster the greatest enthusiasm for reading and literature among students?

A variety of texts, including books, magazines, newspapers, stories from oral traditions, poetry, music and films.

A syllable must contain:

A vowel

"decoding" is also called:

Alphabetic principle. The act of decoding involves first recognizing the sounds individual letters and letter groups make, and then blending the sounds to read the word. because decoding involves understanding letters and their sounds, it is sometimes known as the alphabetic principle

An ORF is:

An Oral Reading Fluency assessment. ORF stands for oral reading fluency. This assessment measures the words correct per minute (WCPM) by subtracting the number of errors made from the total number of words orally read in a one-to two minute period of time. It is used to find a student's Instructional reading level, to identify readers who are having difficulties, and to track developing fluency and word recognition over time.

A kindergarten teacher pronounces a series of word pairs for her students. The students repeat the pairs. Some of the pairs rhyme (see/bee) and some of the pairs share initial sounds but do not rhyme (sit/sun). The students help her separate the word pairs into pais that rhyme and pairs that do not. Once the students are able to distinguish between two words that rhyme and two words that do not, the teacher says a word and asks them to provide a rhyme. When she says cat a child responds with fat. When she says sing a child offers thing. How does this strictly oral activity contribute to the children's ability to read?

Being able to identify rhyme s an important element of phonological awareness. Young children use language in a solely oral way. Oral language is composed of separate sounds that are represented in written form by the alphabet. In order to read, a child must first have a sense of sounds that are used in English (phonological awareness). By helping children hear the difference between rhyming and non-rhyming words, the teacher is preparing them to make the transition to sound-letter association and word families.

The genre the teacher expects is":

Biography A biography relates information about part of the life of an individual. An auto biography is a biography about the writer's own life. A memoir is also autobiographical but focused on a them. Historical fiction uses a setting or event based in historical fact as the background for characters and or action that invented.

A second grade teacher wants to help her students enrich their vocabulary. She's noticed that their writing journals are filled with serviceable but unexciting verbs such as "said" and "went" and general rather than specific nouns. The most effective lesson would involve:

Brainstorming a list of verbs that mean ways of talking or ways of going, then adding them to the word wall along with some nouns that specify common topics. Second graders aren't developmentally ready for a thesaurus; most will believe that any words in a particular list are interchangeable. For example a student who wrote my little sister walks like a baby might find the verbs strut, sidle, and amble in the thesaurus. None of these verbs would be an appropriate substitution. Supplementing a noun with an adjective often results in flat writing: There's a tree in my yard might become There's a mice tree in my big yard. Adjectives such as pretty, fun, cute, funny and so forth don't add much in terms of meaning, but they are adjectives younger writers reach for first. A more specific noun is both for meaningful and more interesting. There's a weeping willow in my yard is evocative.

71-73 A seventh-grade teacher asks the reading teacher to suggest a lesson students will find simultaneously challenging and fun. The reading teacher suggests the class read fairy tales from both Hans Christian Anderson and the Brothers Grimm and have a rapid-paced, energetic discussion about the many similarities and differences between the two while the teacher lists them on the board. The individual strategies the students will employ are:

Brainstorming and a compare/contrast strategy Brainstorming is a prewriting activity in which an individual or group responds to a specific question by considering any and all responses that arise without editing, prioritizing, or selecting. Once the brainstorming session is complete, students look at the results and eliminate any responses that are not useful, then group and prioritize the remaining responses. In this expel, the students are having a collaborative learning experience in that they are brainstorming together: however collaborative learning is not a strategy per se, but is the outcome of a strategy. The students are also employing a compare/contrast strategy in that they are looking both at how the two writing styles share common elements and how they are distinct.

PHone THey CHurch the capital letters in these words are example of

Consonant digraph. A consonant digraph is group of consonant in which all letters represent a single sound.

A 7th grader has never had much success with reading. Her ability to decode is rudimentary; she stops and starts when reading, frequently loses her place, or misreads and important word. She doesn't seem aware of where errors occur, or she does not attempt to correct them. When asked to tell about what she's read her comprehension is minimal, to help her, instructional focus on which of the following would be most useful?

Carefully organized lessons in decoding, sight words, vocabulary, and comprehension at least three to five times a week. These mini-lessons must be extremely clear, with the parts broken down to the lowest common denominator. The more tightly interwoven and systematized the instruction the better chance this student will have. This type of learner needs, first and foremost, instruction that has been highly organized into a system that will make sense to her. If possible, she should receive private instruction on a daily basis. The instruction needs to focus on decoding, recognizing words, reading with increasing fluency, enhancing vocabulary, and comprehension. She should be working at the Instruction level or with texts she can read with at least 90% accuracy.

Since whether and accordingly are examples of which type of signal words?

Cause-effect words. Signal words give the reader hints about the purpose of a particular passage. Some signal words are concerned with comparing/contrasting, some with cause and effect, some with temporal sequencing, some with physical location, and some with a problem and its solution. The words since, whether, and accordingly, are words used when describing an outcome. Outcomes have causes.

Components of explicit instruction include

Clarifying the goal, modeling strategies, and offereing explanations geared to a student's level of understanding. Explicit instruction is well organized and structured, and it offers easily understood steps and depends in part on frequent reference to previously learned materials.

The phrase Pretty as a picture is best described as a

Cliché While Pretty as a picture is a simile (comparison of two unlike things using like or as) its overuse has turned it into a cliché. A cliché is a trite platitude.

VC, CVC, CVCC, and CCVCC are among the types of

Closed syllables. closed syllables are those that end with a consonant. At, dog, spit, duck, and pluck

After they interview the residents, each group of three students will work together to write a piece about the resident. This kind of approach is called:

Collaborative learning. A group of students working together on a project are applying numerous learning strategies a once. Collaborative learning is a hands-on approach that actively involves students in the learning process. Students involved in collaborative learning typically retain the lesson better.

Sight words are:

Common words with irregular spelling. Sight words occur in many types of writing; they are high frequency words. Sight words are also words with irregular spelling. Fluent readers need to recognize these words visually.

A teacher is working with a group of English Language Learners. She asks them to take two pieces of paper. At the top of the first paper they are to write SAME, at the top of the other, DIFFERENT. Each child will consider what his native country and the United States have in common, and what distinct features each country possesses. The children are using which method in organizing their ideas?

Compare and contrast. Asking children to write a list provides them with a visual model that is side by side comparison of the two countries. In creating that visual model, each student first has to organize his or her thoughts mentally, deciding whether each particular item under consideration shares more or less in common with the other.

The primary benefit of this exercise is that it promotes students'

Comprehension This exercise requires students to examine the authors' use of setting, plot, pacing, word choice, syntactical structures, narration, mood, metaphors, point of view, voice, and character development to find ways in which they are similar as well as different. In so doing, the students are discovering that language shapes meaning in ways both subtle and profound.

verbal dyspraxia refers to

Confusing words or sentence order while speaking Dyspraxic individuals do not process spoken language sequentially due to a neurological distortion. This dislocation of sounds within a word, such as vocalizing lamp instead of palm, is one indication of verbal dyspraxia.

TRain BRain SPRing The captital letters are examples of:

Consonant blend. Consonant blend refers to a group of consonants in which each letter represents a separate sound.

Dr. Jenks is working with a group of high school students. They are about to read a science book about fossils. Before they begin, she writes the words stromatolites, fossilferous, and eocene on the board. She explains the meaning of each word. These words are examples of:

Content-specific words. These words are specific to paleontology its unlikely the students know their meanings. Without understanding what these words mean, the students would not be able to understand the content of the passage they were about to read.

A teacher is working with a student who is struggling with reading. The teacher gives him a story with key words missing: The boy wanted to take the dog for a walk. The boy opened the door. The ___ ran out. The ____looked for the dog. When he found the dog, he was very____. The student us able to fill in the blanks by considering:

Context. By considering the other words in the story, the student can determine the missing words. The student is depending on the information supplied by the rest of the story. This information puts the story into context.

Collaborative Strategic Reading (CRS) is a teaching technique that depends on two teaching practices. These practices are:

Cooperative learning and reading comprehension. Cooperative learning occurs when a group of students at various levels of reading ability have goals in common. Reading comprehension is achieved through reading both orally and silently, developing vocabulary, a reader's ability to predict what will occur in a piece of writing, a reader's ability to reflect on the text's meaning and connect that meaning to another text or personal experience.

Editing involves

Correcting surface features such as sentence fragments, spelling, and punctuation. Editing is the final step in the writing process. The writer has already decided the ideas or events are in proper order, have been sufficiently described and are clear. Now the writer turns her attention to surface features scrubbing errors in spelling, punctuation and syntax from the writing.

The teacher in the previous question was using what kind of load?

Cultural load. Cultural load is concerned with how relationship between language and culture can help or hinder learning. By using the Korean folk tale, the teacher offered the child the opportunity to learn new words in a context that was culturally familiar. By demonstrating respect for her student's culture, she helped lighten the cultural load.

Round-robin reading refers to the practice of allowing children to take turns reading portions of a text aloud to the rest of the group during class. Which of the following statements is least true about this practice?

D. Round-robin reading is a common practice in language arts classes and has been for many years. In this process, the students take turns reading aloud for their peers. Other students are asked to follow along silently in their texts while a peer is reading. This strategy does provide a way for students to read texts in class and include as many students as possible, which is often the intended outcome. However this process often creates a boring atmosphere, since only one student at a time is actively engaged. While that student is reading, other students may become distracted by their own thoughts, other school work, or off-task interaction with each another; all of these issues subvert the intended outcome of the process. There is rarely enough time for each student to practice reading aloud to build students reading fluency or comprehension in significant ways.

Which student is most likely to need referral to a reading specialist for assessment, special instruction or intervention?

D. Teachers will observe a variety of developmental arcs when teaching reading, since all students learn differently. It is very important to understand which instances are normal in the course of learning and which signal a learning difficulty. Barrett is still exhibiting confusion over certain letter-sounds, typically when the letters look similar. At his age, this difficulty could suggest that Barrett has an issue with reading that could be addressed by a reading specialist. The other three choices describe normal behaviors that are commonly exhibited by children when they are learning problem. However the teacher will need more information about Noelle's reading skills besides her reluctance to read before making a determination about how to proceed.

When should students learn how to decode?

Decoding depends on an understanding of letter-sound relationships. As soon as a child understands enough letters and their correspondent sounds to read a few words decoding should be introduced. The act of decoding involves first recognizing the sounds individual letters and letter groups in a word make and then blending the sounds to read the words. It's important to introduce the strategy as soon as a child knows enough letters and their corresponding sounds to read simple words.

Which of the following choices will be most important when designing a reading activity or lesson for students?

Determining a purpose for instruction. Teacher must first think about what skills their students need to acquire, as well as what skills they have already mastered. In designing activities for class, a good teach will start first with the purpose for instruction.

Examples of onomatopoeia

Drip chirp splash giggle. Onomatopoeia refers to words that sound like what they represent.

A third grader knows he needs to write from left to right and from top to bottom on the page. He knows what sounds are associated with specific letter. He can recognize individual letters and can hear word families. He correctly identifies prefixes, suffixes and homonyms, and his reading comprehension is very good. However when he is asked to write he becomes very upset. He has trouble holding a pencil, his letters are very primitively executed, and his written work is not legible. He most likely has:

Dysgraphia Dysgraphic individuals have difficulty with the physical act of writing. They find holding and manipulating a pencil problematic. Their letters are primitively formed, and their handwriting is illegible.

Word-recognition ability is:

Especially important to English Language Learners and students with reading disabilities. Word recognition is required for reading fluency and is important to all readers, but it is especially so to English Language Learners and students with reading disabilities. It can be effectively taught through precisely calibrated word study instruction designed to provide readers with reading and writing strategies for successful word analysis.

The teacher and her students brainstorm a list of talents, skill, and specialized knowledge belonging to members of the class. Some of the items on the list include how to make a soufflé, how to juggle, and how to teach a dog to do tricks. One student knows a great deal about spiders, and another about motorcycles. She asks each student to write an essay about something he or se is good at or knows a great deal about. What kind of essay is she asking the students to produce?

Example Example essays, also called illustration essays, are simple, straightforward pieces that depend on clearly described examples to make their points. An example essay is not trying to convince the reader (argumentative), compare similar or dissimilar things (compare/contrast), or point to relationships such as cause and effect. often, example essays teach the reader how to accomplish something or about something.

The students in the above question are most likely preparing to write a(n) _______ essay:

Expository Expository essays clarify an idea, explain an event, or interpret facts. The position the author takes is often supported with statistic, quotations, or other evidence researched from a variety of sources.

A third grade teacher has several students reading above grade level. Most of the remaining students are reading at grade level. She decides to experiment. Her hypothesis is that by giving the entire class a chapter book above grade level high level readers will be satisfied grade level readers will be challenged in a positive way and students reading below grade level will be inspired to improve. Her method is most likely to:

Fail, producing students at a frustration reading level. Those reading below grade level are likely to give up entirely. Those reading at grade level are likely to get frustrated and form habits that will actually slow down their development.

The term "common words" means:

Familiar, frequently used words that do not need to be taught beyond primary grades. Common or basic words are the first tier of the three-tier words. These words are widely used across the spoken and written spectrum.

It is the beginning of the school year. To determine which second-grade students might need support, the reading teacher wants to identify those who are reading below grade level. She works with students one at a time. She gives each child a book at a second-grade reading level and asks the child to read out loud for two minutes. Children who will need reading support are those who read:

Fewer than 100 words in the time given. At the beginning of the school year, second grade students should be able to read 50-80 words per min. By the time they are well into the school year, second grade level reading is tracked at 85 words per minute.

The first grade teacher wants her class to understand that stories have a certain order. She reads them a story, then orally reviews with them how each event that happened in the story caused the next event to happen. To reinforce the lesson the teacher should:

Give each child a piece of drawing paper that has been folded. The teacher should then ask the students to draw a cartoon about the story. Each of the first four boxes will show the events in order. The second page is to show how the story ends. When a child is able to visually see the way a familiar story has unfolded, that child can find causal or thematic connections in the action that increases her comprehension of the story overall. Asking the class to draw a single picture or to draw the beginning and end doesn't sufficiently demonstrate the importance of order to meaning. While some first graders may be able to create their own cartoon stories that demonstrate a logical series of events many first graders are not yet ready to organize thought into a linear progression.

Silent reading fluency can best be assessed by

Giving a three- minute Test of Silent Contextual Reading Fluency four times a year.

A high school teacher had given her students an assignment to write a non rhyming poem of three lines. The first and last line each contain five syllables, and the middle line contains seven syllables. The students are writing a:

Haiku Reading and writing haiku helps younger students become aware of syllables and helps older students learn about subtleties of vocabulary

Sea and see, fair and fare, are called:

Homophones

A teacher is teaching students analogizing. She is teaching them to:

Identify and use groups of letters that occur in a word family. Analogizing is based on recognizing the pattern of letters in words that share sound similarities. If the pattern is found at the end of a family of words, it is called a rhyme. Some examples of rhyme are rent sent bent and dent. If the pattern is found at the beginning of the family of words it is frequently a consonant blend such as street stripe or strong in which all the letters are pronounced or the pattern is a consonant digraph in which the letters are taken together to represent a sing sound such as in phone phonics or phantom.

Code knowledge facilitates reading fluency because:

It offers a systematic approach to untangling the wide variety of vowel sounds when an unfamiliar word is encountered. Code knowledge also called orthographic tendencies, is a helpful approach to decoding a word when multiple pronunciation possibilities exist. Example in the words toe go though and low, the long O sound is written in a variety of ways. A code knowledge approach teaches a reader to first try a short vowel sound. If that doesn't help, the reader should consider the different ways the vowel or vowel groups can be pronounced, based on what he knows about other words.

All members of a group of kindergarten students early in the year are able to chant the alphabet. The teacher is now teaching the students what the alphabet looks like in written form. The teacher points to a letter and the students vocalize the correspondent sound. Alternatively the teacher vocalizes a phoneme and a student points to it on the alphabet chart. The teacher is using __________ in her instruction

Letter sound correspondence. Letter-sound correspondence relies on the relationship between a spoken sound or group of sounds and the letters conventionally used in English to write them.

The following is/ are (an) element(s) of metacognition.

Metacognition means a reader's awareness of her own reading processes as she improves reading comprehension. Other elements of metacognition include awareness of areas in the text where the reader fails to comprehend and an understanding of how the text is structured.

A teacher has a child who does not volunteer in class. When the teacher asks the student a question the student can answer, she does so with as few words as possible. The teacher isn't sure how to best help the child. She should:

Observe the child over the course of a week or two. Draw her into conversation and determine if her vocabulary is limited, if she displays emotional problems, or if her reticence could have another cause. Note how the child interacts with others in the class. Does she ever initiate conversation? If another child initiates, does she respond? Until teacher monitors the child's verbal abilities and habits, she cannot determine if the lack of interaction suggests a learning disability, an emotional problem, or simply a shy personality. The teacher should informally observe the child over a period of time, noting if and when she initiates or responds to oral language, if she is reading with apparent comprehension if her vocabulary is limited and the degree to which the child is interested in understanding.

Phonological awareness activities are:

Oral Phonological awareness refers to an understanding of the sounds a word makes. While phonological awareness leads to fluent reading skills, activities designed to develop an awareness of word sounds are, by definition, oral.

A class is reading The Heart Is a Lonely Hunter. The teacher asks students to write a short paper explaining the story's resolution. She is asking them to locate and discuss the story's:

Outcome Story action can be analyzed in terms of rising action, story climax, falling action, and resolution. Rising action consists of those events that occur before and lead up to the story's most dramatic moment or climax. The climax occurs toward the end of the book, but rarely, if ever, right at the end. Following the climax, the consequences of that dramatic moment are termed falling action.

A high school class reads an essay about the possible effects of sexual activity on teens. The author's position is very clear: She believes young people should avoid sex because they aren't mature enough to take necessary steps to remain safe. The author cites facts, research studies, and statistic to strengthen her position. This type of writing is called:

Persuasive

This is a ____ essay

Persuasive A peruasive essay takes a strong positon about a controversial topic and offers factual evidence to support this position. The goal of a persuasive paper is to convince the audience that the claim is true based on the evidence provided.

Coarticulation affects

Phonemic awareness. Vocalizing words involves arranging a series of continuous voice and unvoice, and stop sounds. As one sound is being uttered the toungue and lips are already assuming the shape required by the next sound in the word.

Which assessment will determine a student's ability to identify initial, medial, blended, final, segmented, and manipulated units

Phonological awareness assessment The words in this question prompt are most often used to refer to sounds made while reading. Initial/onset, medial, and final sounds are decoded in the beginning, middle, and end of words. When a teacher needs to assess an emergent or struggling reader's ability to differentiate between sounds in words, he or she may use a phonological awareness assessment. This tool will provide the teacher with information about the student's current ability to decode or encode words.

Phonemic awareness is a type of:

Phonological awareness. Phonemeic awareness is the ability to recognize sounds within words. Segmenting words and blending sounds are components of phonemic awareness. Phonological awareness includes an understanding of multiple components of spoken language. Ability to hear individual words within a vocalized stream and ability to identify spoken syllables are types of phonological awareness.

Which of the following best explains the importance prior knowledge brings to the act of reading?

Prior knowledge is knowledge the student brings from previous life or learning experiences to the act of reading. It is not possible for a student to fully comprehend new knowledge without first integrating it with prior knowledge. Prior knowledge which rises from experience and previous learning provides a framework by which new knowledge gained from the act of reading can be integrated. Every act of reading enriches a student's well of prior knowledge and increases tat student's future ability to comprehend more fully any new knowledge acquired through reading.

Research indicates that developing oral language proficiency in emergent readers is important because:

Proficiency with oral language enhances students' phonemic awareness and increases vocabulary. Understanding that words are scripted with specific letters representing specific sounds is essential to decoding a text. Students cannot effectively learn to read without the ability to decode. An enhanced vocabulary supports the act of reading; the larger an emergent reader's vocabulary, the more quickly he will learn to read. He will be able to decode more words, which he can organize into word families, which he can use to decode unfamiliar words.

In preparation for writing a paper, a high school class has been instructed to skim a number of Internet and print documents. They are being asked to:

Read the documents quickly, looking for key words in order to gather the basic premise of each. Skimming allows a reader to quickly gain a broad understanding of a piece of writing in order to determine if a more thorough reading is warranted. Skimming allows students who are researching a topic on the Internet or in print to consider a substantial body of information in order to select only that of particular relevance.

At the beginning of each month, Mr. Yi has Jade read a page or two from a book she hasn't seen before. He notes the total number of times she leaves out or misreads a word. If Jade reads the passage with less than 3% error, Mr. Yi is satisfied that Jade is:

Reading at her Independent reading level. When reading independently, students are at the correct level if they read with at least 97% accuracy.

For their monthly project a group of students can choose to read and respond to one book on a list supplied by their teacher. The books are grouped according to genre. Most students choose books listed under the genre that is described as "modern-day stories that are not true, but seem as though they could really happen." Which genre did most of the students choose from?

Realistic Fiction There are many genres from which students can choose to read. the most elemental distinction between genres consist of fiction and non-fiction, the latter referring to stories or texts that are true, or factual. fictional texts can fall into a variety of categories. Realistic fictions seems as though it could be true. these stories involve realistic characters and settings with which readers can often identify. This type of fiction can treat different subjects, but it still must be relatable in nature.

A fifth grader has prepared a report on reptiles, which is something he knows a great deal about. He rereads his report and decides to make a number of changes. He moves a sentence from the top to the last paragraph. He crosses out to several words and replaces them with more specific words. He circles key information and draws an arrow to show another place the information could logically be placed. He engaged in:

Revising. Revision (literally, re+vision) is the act of "seeing again." When revising, writers examine what they have written in order to improve the meaning of the work. Finetuning word choices, moving information to another location, and adding or deleting words are all acts of revision.

Activating prior knowledge, shared reading, and using graphic organizers are all examples of what type of instructional concept?

Scaffolding Scaffolding refers to any kind of special instruction designed to help students learn a new or challenging concept. There are countless forms of scaffolding techniques. The three techniques mentioned in the question prompt are all used to facilitate student understanding of a given text or concept taught within the text. Scaffolding should not be confused with modeling strategies, which refer to the process of demonstrating how something should be done before a student tries it on his or her own.

A teacher has challenged a student with a book about Antarctica that is just beyond the high end of the student's Instructional level. The teacher points out that the student already knows quite a bit about penguins because the class studied them earlier in the year. He reminds the student that she's recently seen television show about the seals that also live in Antarctic waters. The teacher gives the student a list of words she's likely to find in the text and they discuss what those words might mean. The student begins to read but stops to ask the teacher what circumpolar means. The teacher is also unfamiliar with the word, but reminds her that circum is a prefix. The student recalls that it means about or around and deduces that circumpolar most likely refers to something found around or in a polar region. This instruction approach is called

Scaffolding Using this strategic approach, a teacher assigns a task that is just beyond the student's current level. The teacher encourages the student's attempts at comprehension by offering various supports that largely depend on prior knowledge, in order to develop the student's willingness to move forward into uncharted territory as confident independent learner.

a

Scripting the end-sound to a word helps a young writer recognize that words have beginnings and endings. This naturally leads to the willingness to separate words with white space so that they stand as individual entities. Once this step is reached, the child realizes that in English, writing progresses from left to right and from the top of the page to the bottom.

A reading teacher is assessing an eighth grader to determine her reading level. Timed at a minute, the student reads with 93% accuracy. She misreads an average of seven words out of 100. What is her reading level?

She is reading at an Instructional Level. In one minute, a student who misreads one or less than one word per twenty words, or with 95% -100% accuracy is at an Independent reading level. A student who misreads one or less than one word per ten words, or with 90%-95% accuracy is at an Instructional level. A student misreading more than one word out of ten, or with less than one word out of ten, or with less than 90% accuracy, is at the Frustration level.

A ninth grade class is reading a 14 line poem in iambic pentameter. There are three stanzas o four lines each, and a two-line couplet at the end. Words at the end of each line rhyme with another word in the same stanza. The class I reading a:

Sonnet. There are three primary types of sonnets. The Shakespearean sonnet is specifically what these students are reading. A Spenserian sonnet is also composed of three four line stanza followed by a two line couplet; however the rhymes are not contained within each stanza but spill from one stanza to the next (abab bcbc cdcd ee). A Petrarchan sonnet divides into an eight-line stanza and a six-line stanza.

An eighth grade student is able to decode most words fluently and has a borderline acceptable vocabulary, but his reading comprehension is quite low. He can be helped with instruction focus on:

Strategies to increase comprehension and to build vocabulary. The student should receive instruction focused on just those areas in which he is exhibiting difficulty. Improved vocabulary will give him greater skill at comprehending the meaning of a particular text. strategies focused on enhancing comprehension together with a stronger vocabulary will provide the greatest help.

A fourth grade teacher is preparing her students for a reading test in which a number of words have been replaced with blanks. The test will be multiple-choice there are three possible answers given for each blank. The teacher instructs the children to read all the possible answers and cross out any answer that obviously doesnt fit. Next the students should plug in the remaining choices and eliminate any that grammatically incorrect or illogical. Finally the student should consider contextual clues in order to select the best answer. This is an example of:

Strategy instruction. Strategic instruction involves teaching a methodic approach to solving a reading problem. It consists of strategies done in steps which aid the reader in eliminating incorrect responses.

The teacher wants the students to apply what they've learned across content areas. Which of the following strategies would be most effective?

Students will do online research about the cultural, economic, or political events that were occurring during the specific time about which they've written. By researching the historic setting that cradled the events their interviewee discussed, students are simultaneously broadening their understanding of the context and working in a different content area.

The students enjoyed the assignment so much that the teacher suggested they select one fairy tale and modernize it without changing the basic structure. Evil kings and queens could become corrupt politicians; pumpkins could turn into Hummers, and romantic princes might reveal themselves as rock stars. The teacher believe this assignment will most effectively demonstrate to the students:

The importance of culture to meaning. Authors make thousands of decisions in the act of writing. What point of view to take, how much weight to give an event, what to reveal about a character, and what words will most effectively express the writer's intention are but a few of these decisions. While many of these decisions are consciously artistic choices, many are unconscious and imbedded in the cultural expectations of time and place in which the author has lived. To understand a text to the fullest degree possible, it is necessary to read it with an eye to the cultural framework from whence it came.

Which is greater, the number of english phonemes or the number of letters in the alphabet?

The number of phonemes. A phoneme is the smallest measure of language sound. English language phonemes, about 40 in number are composed of individual letters as well as letter combinations. A number of letters have more than one associated sound. For example, "c" can be pronounced as a hard "c" (cake) or a soft "c" (Cynthia). Vowels in particular have a number of possible pronunciations.

"language load" refers to:

The number of unrecognizable words an English Language Learner encounters when reading a passage or listening to a teacher. Language load is one of the barriers English Language Learners face. To lighten this load, a teacher can rephrase, eliminate unnecessary words, divide complex sentences into smaller units, and teach essential vocabulary before the student begins the lesson.

A reading teacher feels that some of his strategies aren't effective. He has asked a specialist to observe him and make suggestions as to how he can improve. The reading specialist should suggest that first:

The specialist should arrive unannounced to observe the teacher interacting with students. This will prevent the teacher from unconsciously over-preparing.

Ask the students to read their stories to her. Suggest they visit other children in class and read to each of them.

The teacher should encourage these students by reading what they have written even if what she reads is incorrect. she might mis read KJM as Kathy jumped rope with Mandy. Most children will not be upset by this, but will correct the teacher's misreading by reading what the letters really mean.

The next three paragraphs in the essay will most likely address

These three foci are presented in the thesis statement in this order will be fleshed out in the following three paragraphs as the body of the essay.

Reading comprehension and vocabulary can best be assessed:

Through a combination of standardized testing, informal teacher observation, attention to grades, objective -linkied assessments, and systematized charting of data over time. Reading comprehension and vocabulary cannot be sufficiently assessed with occasional, brief studies. Continuous observation, high stakes, and standardized testing, attention to grades, and closely tracking the outcomes of objective-linked assessments are interrelated tools that, when systematically organized, offer a thorough understanding of students' strengths and weaknesses.

of the three tiers of words, the most important words for direct instruction are:

Tier-two words Tier two words are words that are used with high frequency across a variety of disciplines or words with multiple meanings. They are characteristic of mature language users. Knowing these words is crucial to attaining an acceptable level of reading comprehension and communication skills.

The purpose of corrective feedback is:

To correct an error in reading a student has made, specifically clarifying where and how the error was made so that the student can avoid similar errors in the future. Corrective feedback is specific, it locates where and how student went astray so that similar errors can be avoided in future reading.

The lesson is asking the students to consider two different

Writing styles: Both Anderson and the Grimms wrote in the same genre that of fairy tales. Genre refers to types of writing. Mystery, romance, adventure, historical fiction, and fairy tales are some examples of genres. A genre can include many different authors and writing styles. These students are being asked to compare two distinct writing styles within a single genre in order to locate similarities and differences.

syllable types include

closed, open, silent e, vowel team, vowel -r, and consonant -le. A closed syllable ends with a consonant, such as cat. Open syllable end with a vowel, such as he. Vowel team syllables contain two vowels working together, such as main. Vowel -r syllables such as er and or frequently occur as suffixes. Consonant -le also typically occur as suffixes such as battle or terrible.

examples of CVC words include:

dog, sit, leg CVC words are composed of a consonant, a vowel, and a consonant. To learn to read them, students must be familiar with the letters used and their sounds. A teacher can present a word

bi, re, and un are:

prefixes, appearing at the beginning of base words to change their meanings suffixes appear at the end of words. Prefixes are attached to the beginning of words to change their meanings. un+happy, bi+monthly, and re+examine are prefixes that by definition meanings of the words to which they are attached.

A teacher is working with a group of third graders at the same reading level. Her goal is to improve reading fluency. She asks each child in turn to read a page from a book about mammal young. She asks the children to read with expression. She also reminds them they don't need to stop between each word; they should read as quickly as they comfortably can. She cautions them, however not to read so quickly that they leave out or misread a word. The teacher knows the components of reading fluency are:

rate, accuracy, and prosody Fluent readers are able to read smoothly and comfortably at a steady pace (rate). Fluent readers are able to maintain accuracy without sacrificing rate. Fluent readers also stress important words in a text, group words into rhythmic phrases, and read with intonation (prosody).

An understanding of the meanings of prefixes and suffixes such as dis, mis, un, re, able, and ment ate important for

reading comprehension Prefixes and suffixes change the meaning of the root word to which they are attached. A student who understands that un means not will be able to decipher the meanings of words such as unwanted, unhappy, or unreasonable.

Using brain imaging researcher have discovered that dyslexic readers use the ____ side(s) of their brains, while non-dyslexic readers use the _______ side (s) of their brains.

right and left; left. Researchers have discovered through brain imaging that a dyslexic reader uses both sides of the brain. Non-dyslexic readers use only the left side.