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| Question | Answer |
|---|---|
| Analytic phonics | whole words to identify patterns and common phonograms, onsets, and rime. |
| Analytic phonics | whole word and patterns within words |
| Embedded phonics | Phonics instruction integrated into reading materials learned as apart of the reading process. |
| within the context of reading | Embedded phonics |
| Analogy-based phonics | Uses unknown patterns to decode unfamiliar words based on similarities between words. |
| Analyze | whole word and patterns within words |
| Analogy-based phonics | word patterns and analogies |
| Decoding | The process of translating printed words into speech. |
| Inflectional morpheme | A suffix that is added to a word that assigns a new tense, quantity, possession, or comparison (ex: sleep - sleeping |
| Phoneme | A single unit of sound |
| Encode | The ability to hear a sound and write the symbol to represent that sound. |
| Decoding | The process of translating printed words into speech. |
| Inflectional morpheme | A suffix that is added to a word that assigns a new tense, quantity, possession, or comparison (ex: sleep - sleeping) |
| Vowel digraph | Two vowels placed together to make one sound. |
| Blend | A group of two or more consonants that appear together in a word, where each consonant retains its individual sound when pronounced, like 'str' in street. |
| Diphthong | A sound formed by the combination of two vowels in one syllable. The sound begins as one vowel and moves towards another. |
| R-controlled vowel | A vowel followed by the letter r, making the vowel neither long or short (ex: car) |
| L-controlled vowel | A vowel followed by the letter l, making the vowel neither long or short (ex: animal) |
| In the word learners, the -ers is an example of a | inflectional morpheme |
| Regular Sort high frequency words | not, at ,can, but, had, in, and |
| Irregular | you, who, are is, some, the, here, said |
| Most Complex Order the of complexity. phonemic awareness skills | Manipulation (adding, subtracting, substituting) most Complex |
| Segmenting Order the of complexity. phonemic awareness skills | 3 rd. Tier Complex |
| Blending Order the phonemic awareness skills in order of complexity. | 2nd Tier Least Complex |
| Isolation Order the phonemic awareness skills in order of complexity. | 1st Tier least Least Complex |
| The Alphabetic Principle is a student's ability to connect the sound, or the , | phonemes |
| The Alphabetic Principle is a student's ability to connect the sound, or the phonemes, to the letter and letter patterns, or the | graphemes |
| Which of the following statements best illustrates how oral vocabulary contributes to reading comprehension? | 'word knowledge and vocabulary to support their comprehension. |
| a strong vocabulary aids in both aspects. | oral vocabulary, individuals need to both listen and speak effectively; |
| It helps with recognizing and understanding words while reading and writing. | oral vocabulary |
| Oral vocabulary connects students' phonological awareness to support their comprehension. | does not connect phonological awareness to comprehension. |
| Oral vocabulary occurs independently of reading comprehension. | reading comprehension is significantly influenced by oral vocabulary, including listening and speaking abilities. |
| Tier 3 vocabulary words are | Typically, a domain is crucial for comprehension within a particular subject or academic content area. |
| These words may not be commonly used in everyday conversation but are essential for understanding and discussing specialized topics | Tier 3 vocabulary |
| Teaching these skills explicitly and systematically is critical, as they form the foundation for decoding, spelling, and other essential literacy skills | This continuum allows teachers to use a sequential approach, starting with a general awareness of language sounds and culminating in the precise manipulation of phonemes. |
| Benefits of a Recursive Approach Tailored Support: | Recognizes that students develop at different rates and may require reteaching or reinforcement of earlier skills |
| Strengthens foundational knowledge, ensuring students have the tools they need to succeed with advanced tasks. | benefits of a Recursive approach skill mastery |
| a Recursive Approach | Integrated Learning: Helps students make connections between different levels of phonological and phonemic awareness. |
| Key Features of a Recursive Approach | Reinforcement of Basic Skills, Integration of Skills, Responsive Instruction |
| Reinforcement of Basic Skills: | : Students may revisit activities like syllable clapping or rhyming even as they work on more complex tasks like phoneme segmentation |
| Integration of Skills | Earlier skills, such as word awareness or onset/rime recognition, are practiced alongside advanced phonemic awareness tasks to strengthen sound manipulation abilities. |
| Responsive Instruction: | Teachers assess individual student needs and adjust instruction by returning to earlier stages of the continuum when gaps are identified. |
| Skill Mastery | : Strengthens foundational knowledge, ensuring students have the tools they need to succeed with advanced tasks. |
| Integrated Learning | : Helps students make connections between different levels of phonological and phonemic awareness. |
| r Print Awareness | Modeling Print Awareness, Interactive Reading, Labeling the Environment, Engaging in Shared Writing, Print-Rich Centers |
| Print-Rich Centers | Provide materials like magnetic letters, sentence strips, and word cards to encourage hands-on exploration of print concepts. |
| Five early signs of print awareness: 1st | The child holds a book correctly. If you hand a book upside down to the child, the child will turn it right-side up. |
| Five early signs of print awareness: 2nd | The child understands that books are read from left to right, top to bottom, and front to back. |
| Five early signs of print awareness: 3rd | The child pretends to write by scribbling. This means the child understands that pictures and writing are distinct. |
| Five early signs of print awareness:4th | . The child points to a story and asks you to read it, understanding that the words on the page have meaning. |
| Five early signs of print awareness:5th | The child picks up a familiar book and reads it aloud, using a memory of the story rather than reading the book. |
| Evidence-Based Instructional Strategies for Promoting Letter Knowledge | Letter knowledge is recognizing, naming, and forming uppercase and lowercase letters. |
| Research shows strong letter knowledge supports early decoding, spelling, and overall reading success. The following are ways teachers can use evidence-based strategies to promote letter knowledge. | early decoding, spelling, and overall reading success. |
| It is a foundational skill in literacy development, enabling children to connect letters with sounds and understand the alphabetic principle | alphabetic principle |
| Students typically learn beginning and ending sounds | before medial sounds, so they often omit middle sounds when spelling phonetically |
| For example, students may write “sn” for “sun.” Identifying and manipulating medial sounds when spelling phonetically. | is a more advanced skill, as outlined in the phonemic awareness continuum. |
| Metacognition and thinking aloud | go together and are considered best practices when teaching reading skills. |
| Encourage metacognition . | modeling your thinking during read-aloud. |
| Pause at key moments in the text to verbalize your thought process. | Reinforce metacognition |
| For example, say, “I’m wondering why the character made that choice. Let me reread this part to see if there are clues.” | This shows students how to monitor their understanding, ask questions, and use strategies like rereading or making predictions. metacognition |
| Over time, invite students to share their own thoughts, reinforcing | their ability to think about their thinking. metacognition |
| A teacher wants to help her kindergarten students develop foundational reading skills. She plans an activity where students clap their hands as they say each part of a word, such as clapping twice for “baby” and three times for “el-e-phant.” Why is this activity effective in developing students’ reading skills? | Awareness of syllables in words is an essential phonological awareness skill that leads to phonics. |
| A teacher asks her students to listen to the word “cat” and break it into sounds: /c/, /a/, and /t/. This activity primarily targets which skill? | Segmenting phonemes |
| . Asking students to listen to the word can and add a /t/ sound at the end is most appropriate for students who have a: | Relatively high level of phonemic awareness |
| Which of the following phonemic awareness skills is usually acquired last? | Replace the /a/ sound in “stack” with an /u/ sound. |
| Scarlet is an English learner (EL) who struggles to identify certain sounds in words. What would be the best approach to help Scarlet develop phonemic awareness? | Determine if she has phonemic awareness in the first language |
| Which activity best supports the development of print concepts in early learners? | Label objects around the classroom and read them aloud daily. |
| Which activity is most effective for promoting letter formation in young learners? | Provide tactile materials for tracing and shaping letters. |
| Using instructional strategies specifically to help students understand and master the alphabetic principle is essential because: | Systematic and explicit instruction in this area prepares students for phonics. |
| Mrs. Lopez works with a group of first-grade students who are beginning readers. They have recently learned short vowel sounds and can decode simple CVC words, such as “cat” and “sun.” However, during a reading assessment, she noticed that some students struggle to apply their phonics skills consistently when reading sentences. Which of the following would be the most effective next step to help these students practice applying their phonics knowledge in a connected text? | Introduce decodable texts that focus on CVC words. |
| e decodable texts are designed to align | with the specific phonics patterns (like CVC) students have been taught. |
| Conduct an oral activity where students identify rhyming words in a poem | rhyming activities |
| Encourage students to choose books from the class library that interest them | e choice in reading is important, but it does not directly help students with CVC words. |
| Have students practice writing CVC words on their own. | writing words supports spelling and phonics, but it doesn’t provide the same opportunity for students to practice decoding in connected text. |
| Students in the pre-alphabetic phase rely on visual cues, | such as pictures or logos, rather than letter-sound relationships to recognize words. |
| What phase of word recognition are the students in the students are using the image of the sun to identify the word “sun,” | demonstrating that they are not yet applying the alphabetic principle. |
| What phase of word recognition are the students must see all or some of the letters in the word | Partial-alphabetic, Full-alphabetic, Consolidated-alphabetic |
| phonological and phonemic awareness and phoneme manipulation have to do with sounds only in words. These skills are usually acquired before the alphabetic principle. | These skills are usually acquired before the alphabetic principle. |
| Spelling (Encoding) | Why It Matters: Spelling reinforces phonics knowledge, word recognition, and understanding of word structures. Encoding words helps students internalize the rules and patterns of written language |
| Spelling (Encoding) | Strategy: Encourage phonetic spelling during early writing, gradually introducing conventional spelling rules as students’ phonics skills improve. |
| High-Frequency Words | Why It Matters: Many high-frequency words are irregular and cannot be decoded phonetically. Knowing these words allows students to focus on constructing meaning rather than decoding every word. |
| High-Frequency Words | Strategy: Use flashcards, word walls, and repeated reading to promote automatic recognition of high frequency words like “the,” “said,” and “because. |
| Phonics (Decoding) | Why It Matters: Phonics teaches the systematic relationship between letters and sounds, enabling students to decode unfamiliar words. Phonics instruction strengthens the connection between oral vocabulary and written words by helping students map spoken sounds to printed text |
| Phonics (Decoding) | Strategy: Provide explicit, systematic phonics instruction with opportunities to apply knowledge using decodable texts. |
| Oral Language | Why It Matters: Oral language lays the foundation for all aspects of literacy by providing the vocabulary, syntax, and language structures needed for reading and writing. |
| Oral Language | Strategy: Engage students in rich discussions, read-aloud, and interactive conversations to build their oral vocabulary and language comprehension. |
| Evidence-based instructional strategies for decoding and encoding written words | the words students understand and use in speaking and listening, plays a critical role in decoding (reading) and encoding (spelling) written words. |
| .A robust oral vocabulary helps students recognize words | more quickly and accurately as they connect spoken language to printed text. |
| For instance, a child who knows the word “cat” in oral language will find it easier to decode and spell the word when they | to decode and spell the word |
| oral vocabulary supports comprehension, | as students draw on their knowledge of word meanings to construct meaning from text. |
| A schwa | is a vowel sound in an unstressed syllable, where a vowel does not make its long or short vowel sound. It is often called the “lazy” sound in a word. The symbol for this is Ə. |
| Diphthong | are sounds formed by the combination of two vowels in a single syllable, in which the sound begins as one vowel and moves toward another. They can appear in the initial, middle, or final position in a word |
| Vowel teams | are combinations of two, three, or four letters that stand for a vowel sound. |
| (short vowels) head, hook (long vowels) boat, rain, weigh (diphthongs) soil, bout | Vowel teams |
| Silent letter combinations | Silent letter combinations use two letters: one represents the phoneme, and the other is silent. |
| Diphthong | aisle coin loud |
| Silent letter combinations | kn (knock) wr (wrestle) gn (gnarl) |
| Schwa sound | a: balloon e: problem i: family o: bottom u: support y: analysis |
| /zh/ sound | This sound often occurs after the letter G, but not always. For example, after the letter S, the consonant that most commonly forms the /ʒ/ sound is “soft G.” This sound, however, cannot be represented by any one letter and instead can be formed by s, si, g, and ge. |
| /zh/ sound | vision – vi/zh/un garage – gara/zh/ measure – mea/zh/ur decision – deci/zh/un visual – vi/zh/ual |
| CVC Pattern | consonant-vowel-consonant bat, cat, tap |
| CVCe | consonant-vowel-consonant-silent e make, take, bake |
| CCVC | consonant-consonant-vowel-consonant trap, chop, grit |
| CVCC | consonant-vowel-consonant-consonant tack, hunt, fast |
| Closed | cat bat clock let-ter rab-bit |
| Open | go no fly no-ble ta-ble |
| VowelConsonant Silent e | bike skate kite poke |
| Vowel Teams (Diphthong) | Long vowel teams: eat, seat, say, see Variant vowel teams: stew, paw, book Exceptions: bread (makes a short vowel sound) |
| R-controlled | car far her fur sir |
| Consonant (-le -al, -el) Final syllable | ta-ble sta-ble lo-cal |
| Mrs. Johnson begins her instruction by reviewing consonant-vowel-consonant (CVC) words, such as cat, pin, hop, and run, which the students encountered in first grade. During this phase: | word cards and blending activities to help students decode and encode |
| Diphthongs (e.g., ou, ow, oi, oy) | |
| Digraphs (e.g., ch, sh, th)She models blending words like ship, chat, thin, and whip. Instruction includes: | Explicitly teaching the sounds of digraphs and showing examples in familiar words. |
| instruction Digraphs | Incorporating a word-building game where students combine digraph cards with word endings (e.g., ch-op to form chop). |
| Diphthongs (e.g., ou, ow, oi, oy) instruction | Reading aloud sentences containing diphthongs and having students identify and highlight the |
| Practicing sorting words with diphthongs into groups, such as ou/ow and oi/oy. | Diphthongs (e.g., ou, ow, oi, oy) |
| Activity: diphthong patterns | Reading decodable texts focusing on diphthongs and asking students to underline or circle diphthong patterns in the text. |
| At the end of the unit, Mrs. Johnson gives students a mixed list of words containing CVC patterns, digraphs, and diphthongs. Students: | Sort the words into categories (CVC, digraph, diphthong).Read sentences aloud containing a mix of these graphemes and discuss the rules that helped them decode the words. |
| Culminating Activity: Mixed Phonics Practice instruction | gives students a mixed list of words containing CVC patterns, digraphs, and diphthongs. Students: |
| By moving systematically from CVC words to digraphs to diphthongs, Mrs. Johnson ensures | s students build a strong foundation in phonics and apply these skills to decode more complex words as they progress in their reading development |
| Compound words. | Compound words. These are two words put together |
| When students use morphemes to decode words, they usually use prefixes, suffixes, and roots. They will also break apart compound words. | This is also referred to as structural analysis because students are breaking down the morphemic structure of the word to figure out its meaning |
| the term affixes on the test affixes are additions to roots; | prefixes and suffixes are affixes. |
| Semantic Cues | involve using the meaning of the sentence or the broader context of the text to determine what a word means or how it is pronounced involve using the meaning of the sentence or the broader context of the text to determine what a word means or how it is pronounced |
| Semantic sentence | Sentence: “She tied a bow in her hair.” |
| Semantic Cues | Sentence: “She tied a bow in her hair.” • Strategy: Based on the context of the sentence (tying something in hair), a student can infer that “bow” refers to a ribbon, as opposed to the meaning of “bow” as bending at the waist. |
| Strategy: Think-Aloud: | Strategy: Think-Aloud: During shared reading, model how to use semantic clues to interpret words. For example: “Hmm, this sentence says, 'He took a bow after the performance.' This is about a performance, so 'bow' must mean bending at the waist.” |
| Syntactic Cues | Sentence: “The wind will blow the leaves off the tree.” |
| Syntactic Cues | Strategy: Students can identify “wind” as a noun and “blow” as a verb based on the sentence's grammatical structure. |
| Sentence Frames: | This frame guides students to focus on how word placement in a sentence determines meaning. |
| Provide sentence structures that encourage students to use syntactic cues. For instance: “The __ (noun) will __ (verb) the __ (noun).” | Sentence Frames |
| Graphophonic Cues | s involve the relationship between the visual representation of letters (graphemes) and their associated sounds (phonemes). |
| Graphophonic cues | are essential for accurate word recognition and are typically taught through explicit phonics instruction. |
| Letter-Sound Correspondence: Evidence-Based Strategy | teach students how specific letters or letter combinations represent sounds (e.g., “ph” represents /f/). |
| Evidence-Based Strategy: Spelling Patterns | Show students how common patterns in words, such as silent “e,” make the vowel long (e.g., “rate” vs. “rat”) |
| Word Structure | : Provide opportunities to identify roots, prefixes, and suffixes to help decode and infer meaning. |
| Cueing Systems work in tandem Example: “The wind will blow the leaves off the tree.” | Semantic Cues: Determining “wind” refers to moving air based on the sentence’s meaning. • Syntactic Cues: Confirming “wind” as a noun and “blow” as a verb in context. • Graphophonic Cues: Recognizing “blow” and “wind” through phonics rules. |
| Authentic Texts: | These texts include trade books, stories, and informational texts that reflect natural language patterns and engage students with meaningful content. |
| Example: The story Brown Bear, Brown Bear, What Do You See? Example: The story Brown Bear, Brown Bear, What Do You See? exposes students to repetitive Authentic Texts: exposes students to repetitive patterns and sight words. | Example: The story Brown Bear, Brown Bear, What Do You See? exposes students to repetitive patterns and sight words. |
| Authentic Texts: Shared Texts | How to Use: H |
| Shared Texts: | Shared reading involves reading together as a class, focusing on modeling fluency, phonics patterns, and high-frequency word recognition. |
| Example: Use a big book to model how to decode a word like “stop,” point to the letter, and blend sounds. | Use a big book to model how to decode a word like “stop,” point to the letter, and blend sounds. |
| Shared Texts: Example: | Use a big book to model how to decode a word like “stop,” point to the letter, and blend sounds. |
| Shared Texts: How to Use: | Encourage students to read along and discuss the text, applying their phonics skills in a collaborative environment |
| Alternate between text types. | Use decodable texts to reinforce specific phonics skills and high-frequency words, then transition to authentic and shared texts to show how these skills apply in real-world reading and writing contexts |
| Finding connections in the first language (L1) is always an effective strategy for helping English learners (ELs) acquire skills in the second language (L2). | . This is called bilingual education and is very effective in literacy education for students whose first language is not English. |
| Evidence-based differentiated instruction and classroom interventions and extensions in phonics to address the needs of all students with disabilities: | Focus on explicit and systematic instruction with clear modeling and guided practice. Use decodable texts to provide controlled practice that reinforces specific phonics patterns.. Conduct progress monitoring to identify specific areas of difficulty and adjust instruction accordingly. |
| Highly Proficient Students: : Advanced students may become disengaged if not sufficiently challenged. | Provide opportunities for advanced word study, including irregular spellings, multisyllabic words, and etymology. |
| Highly Proficient Students: differentiated instruction and classroom interventions and extensions | Challenge students with morphology-focused activities, such as analyzing prefixes, suffixes, and roots. Encourage independent projects, such as creating a “phonics pattern dictionary” or teaching a peer a new phonics skill. |
| A second-grade student reads the sentence, “The wind blew through the trees,” and pronounces “wind” as /wɪnd/ (like winding a clock). The teacher asks the student to reread the sentence and think about what makes sense. What skill is the teacher assessing in this scenario? | Use of semantic cues |
| A teacher asks students to use Elkonin boxes to spell the word “cat” by segmenting the sounds /k/, /æ/, and /t/ and placing each sound in a separate box. What component of orthographic mapping is the teacher reinforcing? | Practicing phoneme-grapheme mapping |
| A teacher notices that a student relies heavily on graphophonic cues to decode words but often misinterprets words like “bow” (to bend at the waist) as “bow” (a weapon). What strategy should the teacher use to help this student improve comprehension and pronunciation? | Teach the student to use semantic and syntactic cues with graphophonic cues from homographs. |
| A second-grade student is decoding the word “caught” and struggles with vowel teams like “au” and consonant trigraphs like “ght.” What is the most appropriate instructional strategy to address these challenges? | Provide explicit instruction on diphthongs and trigraphs and apply these patterns in words. |
| Which of the following strategies best supports the development of automaticity in phonics and high frequency word recognition for beginning readers? Choose ALL that Apply. | Provide students with a list of phonics rules to memorize. Highlight high-frequency words during read-aloud. Develop students’ orthographic mapping skills with repeated exposure to high-frequency words |
| A teacher wants to help students bridge the gap between decoding phonics patterns and reading fluently in various contexts. Which TWO strategies would best achieve this goal? | Alternate between decodable and authentic texts during daily reading practice. Use shared reading to model decoding and word and phrase recognition. |
| A teacher is reinforcing vowel teams, specifically diphthongs. Which of the following words would be most appropriate for this exercise? | Boil, cow, toy |
| A teacher is helping students encode properly. The teacher says a word, and the students spell it on their papers. What skills can the teacher analyze by reviewing the students’ spelling activity? | Code-based skills |
| A teacher is working with an English learner on phonics skills. The student is struggling with decoding certain words. Which of the following would be most effective in helping this student? | Make phonics connections in the student’s first language while supporting development in the second language |
| A teacher is helping students encode properly. The teacher says a word, and the students spell it on their papers. What skills can the teacher analyze by reviewing the students’ spelling activity? | Code-based skills |
| Venn Diagram | :Comparing different texts, ideas, or concepts, such as two perspectives on an issue or two informational articles. |
| Semantic Map | Vocabulary development, understanding concepts, and organizing details in informational texts. |
| Cornell Notes | Active notetaking during reading, summarizing key ideas, and preparing for discussions or assessments. |
| KWL Chart | Introducing new content, organizing ideas, and guiding students’ reading comprehension. K (What I know) W (What I want to know) L (What I learned) |
| Close Reading | 1. First read: Identify the main idea. 2. Second read: Locate supporting Students read the text multiple times with a different focus for each reading details. 3. Third read: Analyze the author’s perspective and reason for writing the piece. |
| Think-Alouds: | Example: “I see the word ‘photosynthesis’ in this section. I know it’s a process plants use to create energy, so this paragraph must explain that process in more detail.” Teachers verbalize their thought process while reading a passage to show students how skilled readers approach texts. |
| Modeling | Through Think-Alouds and Close Reading Teachers can effectively model comprehension strategies through think-aloud and close reading Strategic Reading Approaches |
| Skimming | Purpose Skimming Quickly identifies main ideas or general content. When to Use. Previewing a text to get an overview. Strategic Reading Approaches |
| Scanning | Purpose Locates specific information like facts, figures, or key terms. When to Use Searching for answers to specific questions. Strategic Reading Approaches |
| Adjusting Reading Rate | Purpose Matches reading speed to the complexity of the text or task. When to Use Slowing down for dense, challenging texts and speeding up for familiar or repeated information. Strategic Reading Approaches |
| Comprehension Monitoring | Purpose Allows students to check their understanding and clarify meaning. When to Use While reading difficult sections of a text. Strategic Reading Approaches |
| Guided Practice with High-Frequency Words | : The class practices mapping high-frequency words, such as “like,” “went,” and “help.” Mr. Rivera uses the following steps: |
| Guided Practice with High-Frequency Words | He says the word aloud, emphasizing each sound. 2. Students repeat the word, clapping for each phoneme. 3. Students write t he word on whiteboards while Mr. Rivera guides them to map each sound to a letter. |
| Syllabication Skills • What to Teach: Syllable types (e.g., closed, open, vowel-consonant-e) and syllable division rules (e.g., VC/CV, V/CV). | Differentiated Strategies: ○ For English Learners (ELs): Teach syllable patterns alongside cognates in the student’s native language to show similarities and differences (e.g., “na-tion” in English and “na-ción” in Spanish). |
| Syllabication Skills • What to Teach: Syllable types (e.g., closed, open, vowel-consonant-e) and syllable division rules (e.g., VC/CV, V/CV).Strategies for Differentiated Instruction | For Struggling Readers: Use multisensory approaches, such as clapping syllables or using Elkonin boxes, to identify syllable boundaries. |
| Syllabication Skills • What to Teach: Syllable types (e.g., closed, open, vowel-consonant-e) and syllable division rules (e.g., VC/CV, V/CV). | For Highly Proficient Students: Challenge students to analyze multisyllabic words with more complex syllable patterns (e.g., “con-struct-ion”). |
| Strategies for Differentiated Instruction 1. Syllabication Skills • What to Teach: Syllable types (e.g., closed, open, vowel-consonant-e) and syllable division rules (e.g., VC/CV, V/CV). | • Example Activity: Provide a word list for syllable division practice and have students highlight each syllable and decode the word aloud |
| Structural (Morphemic) Analysis • What to Teach: Prefixes, suffixes, base words, and roots, including their meanings and functions. • Differentiated Strategies: For English Learners (ELs): | Explicitly teach cognate awareness, showing how prefixes and roots in their home language relate to English (e.g., “information” and “information”). |
| Structural (Morphemic) Analysis • What to Teach: Prefixes, suffixes, base words, and roots, including their meanings and functions. • Differentiated Strategies: For Students with Disabilities | :Focus on high-frequency morphemes and provide guided practice with word-building activities using manipulatives or charts. |
| Structural (Morphemic) Analysis • What to Teach: Prefixes, suffixes, base words, and roots, including their meanings and functions. • Differentiated Strategies: For Highly Proficient Students: | Introduce Greek and Latin roots to expand vocabulary knowledge (e.g., “bio” = life, “logy” = study of). |
| Structural (Morphemic) Analysis • What to Teach: Prefixes, suffixes, base words, and roots, including their meanings and functions. • Differentiated Strategies: Example Activity | Create a morphemic analysis chart where students deconstruct words into prefixes, roots, and suffixes (e.g., “unbelievable” → “un-” + “believe” + “-able”) |
| Orthographic Skills • What to Teach: Orthographic patterns, including spelling rules (e.g., dropping silent “e,” changing “y” to “i”). • Differentiated Strategies: ○ For English Learners (ELs): | Highlight patterns that differ from their home language (e.g., in English, the silent “e” is dropped when adding “-ing,” but this pattern may not exist in their native language). |
| Orthographic Skills • What to Teach: Orthographic patterns, including spelling rules (e.g., dropping silent “e,” changing “y” to “i”). • Differentiated Strategies: Example Activity: | : Have students identify orthographic rules in a word list and sort the words into categories (e.g., words that keep or drop the silent “e”). |
| Orthographic Skills • What to Teach: Orthographic patterns, including spelling rules (e.g., dropping silent “e,” changing “y” to “i”). • Differentiated Strategies: For Struggling Readers: | Provide explicit instruction and repeated practice with word sorts that focus on a specific orthographic rule (e.g., words that drop the silent “e”). |
| Orthographic Skills What to Teach | Orthographic patterns, including spelling rules (e.g., dropping silent “e,” changing “y” to “i”). |
| Orthographic Skills • What to Teach: Orthographic patterns, including spelling rules (e.g., dropping silent “e,” changing “y” to “i”). • Differentiated Strategies: Explicitly Developing Cognate Awareness | What to Teach: English learners benefit from understanding cognates—words in two languages that share similar spellings, meanings, and origins. |
| Explicitly Developing Cognate Awareness • What to Teach: English learners benefit from understanding cognates—words in two languages that Strategies: share similar spellings, meanings, and origins | Strategies: ○ Use charts to compare English and home-language cognates (e.g., “artist” and “artista”) |
| Orthographic Skills • What to Teach: Orthographic patterns, including spelling rules (e.g., dropping silent “e,” changing “y” to “i”). • Differentiated Strategies: | Teach etymology to deepen understanding of how words are derived and related across languages. |
| Explicitly Developing Cognate Awareness • What to Teach: English learners benefit from understanding cognates—words in two languages that share similar spellings, meanings, and origins. • Strategies: | Focus on “false cognates” to avoid confusion (e.g., “embarazada” in Spanish means “pregnant,” not “embarrassed”). |
| Explicitly Developing Cognate Awareness • What to Teach: English learners benefit from understanding cognates—words in two languages that share similar spellings, meanings, and origins. • Strategies: Example Activity: | : Provide a list of cognates and ask students to identify the shared root and explain the meaning in both languages. |
| Evidence-Based Practices 1. Explicit and Systematic Instruction: | Teach syllabication, morphemic analysis, and orthographic rules step by step with clear examples and modeling |
| Evidence-Based: Practices Scaffolding | Provide guided practice before moving to independent tasks |
| Evidence-Based: Practices Multisensory Learning | Use visual, auditory, and tactile activities to engage students with diverse learning needs. |
| Evidence-Based: Practices Repetition and Review: | Offer frequent opportunities to practice skills across reading, writing, and word study activities. |
| Which of the following accurately distinguishes between inflectional and derivational morphemes? | |
| Evidence-based instructional practices for developing reading fluency essential information aligned with the knowledge required to become an effective beginning reading teacher, specifically focusing on fluency. • Understand the key indicators of reading fluency (i.e., accuracy, rate, and prosody) and their interrelationships | • Understand the key indicators of reading fluency (i.e., accuracy, rate, and prosody) and their interrelationships |
| Evidence-based instructional practices for developing reading fluency | Evidence-based strategies to promote fluency at various stages of reading development |
| Evidence-based instructional practices for developing reading fluency | Understand the interrelationships between decoding skills, fluency, and reading comprehension |
| Evidence-based instructional practices for developing reading fluency | Evidence-based, explicit strategies for promoting fluency concerning accuracy, rate, prosody, and automaticity |
| Evidence-based instructional practices for developing reading fluency | Evidence-based strategies to mitigate common factors that disrupt fluency at various stages of reading development |
| Evidence-based instructional practices for developing reading fluency | Evidence-based differentiated instruction and classroom interventions and extensions in fluency to address the needs of all students |
| Reading fluency | is a critical component of literacy that bridges word recognition and reading comprehension. Fluent readers can decode words accurately and effortlessly, allowing them to focus on understanding the text. |
| reading fluency | accuracy, rate, and prosody |
| Understanding these indicators and their interrelationships is essential for developing effective reading instruction and assessment Accuracy: | The ability to correctly decode and recognize words during reading. |
| Rate | The speed or pace a student reads, measured in words correct per minute (WCPM). |
| Understanding these indicators and their interrelationships is essential for developing effective reading instruction and assessment Accuracy Why It Matters: | High accuracy ensures that readers can focus on comprehension without frequent errors interrupting the flow of reading. |
| e. Understanding these indicators and their interrelationships is essential for developing effective reading instruction and assessment. Rate: Why It Matters: | A proper reading rate ensures the reader can focus and comprehend while navigating the text. Reading too slowly can hinder comprehension, while reading too quickly may result in skipping important details. |
| Understanding these indicators and their interrelationships is essential for developing effective reading instruction and assessment. Rate | The speed or pace a student reads, measured in words correct per minute (WCPM). |
| Understanding these indicators and their interrelationships is essential for developing effective reading instruction and assessment. Rate:• Why It Matters: | A proper reading rate ensures the reader can focus and comprehend while navigating the text. Reading too slowly can hinder comprehension, while reading too quickly may result in skipping important details. |
| Understanding these indicators and their interrelationships is essential for developing effective reading instruction and assessment. Rate: Example: | A second grader reading at the appropriate rate for their grade level (approximately 90 WCPM) can effectively comprehend and engage with the text. |
| Prosody: Understanding these indicators and their interrelationships is essential for developing effective reading instruction and assessment Why It Matters | The ability to read with appropriate expression, intonation, and phrasing that reflects the meaning of the text. |
| Understanding these indicators and their interrelationships is essential for developing effective reading instruction and assessment. Prosody | The ability to read with appropriate expression, intonation, and phrasing that reflects the meaning of the text. |
| Understanding these indicators and their interrelationships is essential for developing effective reading instruction and assessment. Prosody Why It Matters | enhances comprehension by reflecting the text’s tone, mood, and structure. It also indicates that the reader understands what they are reading. |
| Understanding these indicators and their interrelationships is essential for developing effective reading instruction and assessment. Prosody: Example: | :A student reads the sentence “Watch out for the car!” with a rising intonation to convey urgency and emotion, demonstrating prosody. |
| Prosody | reading with expression, helps students comprehend text. Speed reading through the text without expression can hinder comprehension |
| Prosody | Teachers can help students with their ________ by modeling good prosody during read-aloud. Look for the good word “modeling” in the answer choices regarding________ |
| Interrelationships Among Accuracy, Rate, and Prosody: Accuracy is foundational: | A student cannot achieve a proper reading rate or demonstrate prosody without accurate word recognition. Misreading words disrupts fluency and impairs comprehension. |
| Interrelationships Among Accuracy, Rate, and Prosody: Rate builds on accuracy | : Once students can decode words accurately, they work on increasing their speed to achieve automaticity. A balanced rate ensures they have enough cognitive resources for comprehension. |
| Prosody reflects comprehension | y indicates that students not only decode words correctly and at an appropriate speed but also understand the text’s meaning and structure |
| Interrelationships Among Accuracy, Rate, and Prosody. Together, these indicators create a fluent reading experience where students read smoothly, understand the text, and convey its meaning effectively. | Accuracy is foundational, Rate builds on accuracy, Prosody reflects comprehension |
| Strategies for Building Fluency | Accuracy ,Rate, Prosody |
| Strategies for Building Fluency 1. Accuracy | Use explicit phonics instruction to strengthen decoding skills. Provide repeated reading of familiar texts to build word recognition |
| Strategies for Building Fluency 2. Rate | Practice timed readings to help students improve their reading pace. Use fluency passages appropriate for the student’s reading level. |
| Strategies for Building Fluency 3. Prosody | • Model expressive reading during read-alouds and shared reading activities. • Use partner reading or echo reading to help students practice intonation and phrasing |
| Record and playback student readings. | This allows students to hear their own accuracy, rate, and prosody, encouraging self-monitoring and improvement. |
| Fluency | speed; it encompasses accuracy, automaticity, and prosody, each contributing to a student’s ability to read effortlessly and focus on comprehension. |
| Fluency at Different Reading Stages Evidence-based strategies to promote fluency at various stages of reading development Reading fluency | is not just about speed; it encompasses accuracy, automaticity, and prosody, each contributing to a student’s ability to read effortlessly and focus on comprehension. |
| Fluency at Different Reading Stages Evidence-based strategies to promote fluency at various stages of reading development Reading fluency | plays a critical role in all stages of reading development, from mastering the foundational skills of letter recognition to reading and comprehending complex academic texts |
| Fluency at Different Reading Stages Fluency at Different Reading Stages 1. Accurate, Automatic Letter Naming | Stage: Emergent readers begin by identifying letters of the alphabet quickly and accurately. |
| Fluency at Different Reading Stages Accurate, Automatic Letter Naming Why It’s Important: | : Automatic letter recognition is the foundation of fluency because it enables students to focus on decoding words rather than identifying letters. |
| Fluency at Different Reading Stages 1. Accurate, Automatic Letter Naming Example: | A student who can immediately name the letter “b” can focus on blending it with other letters to form words like “bat.” |
| Fluency at Different Reading Stages Word Reading Stage Word Reading | Beginning readers transition to decoding and recognizing individual words automatically |
| Fluency at Different Reading Stages Word Reading Stage Word Reading Why It’s Important: | Students develop the ability to read sentences and paragraphs smoothly and with appropriate expression. |
| Fluency at Different Reading Stages Reading Connected Text Stage: | Reading Connected Text • Stage: Students develop the ability to read sentences and paragraphs smoothly and with appropriate expression |
| Fluency at Different Reading Stages Reading Connected Text | Students develop the ability to read sentences and paragraphs smoothly and with appropriate expression. |
| Fluency at Different Reading Stages Reading Connected Text Why It’s Important | Fluency at this stage ensures that students can process longer stretches of text without becoming bogged down by decoding, which improves comprehension. |
| Fluency at Different Reading Stages Reading Connected Text : A student reading “The sun is shining brightly today” fluently can focus on the meaning rather than each word. | A student reading “The sun is shining brightly today” fluently can focus on the meaning rather than each word. |
| Fluency at Different Reading Stages Reading Complex Academic Texts Why It’s Important | : Fluency in academic reading enables students to process challenging texts efficiently and deeply understand their meaning. |
| Reading Complex Academic Texts Example: | When a high school student can read a science text fluently, they can focus on understanding the process rather than decoding technical terms. |
| Fluency at Different Reading Stages | Accurate, Automatic Letter Naming Word Reading Reading Connected Text Reading Complex Academic Texts |
| Fluency and Cognitive Endurance | endurance or sustaining attention and mental effort over long reading tasks. |
| Fluency and Cognitive Endurance | When students read fluently, they expend less mental energy on decoding, allowing them to focus on understanding the text for extended periods. This is particularly important as students progress to reading complex academic texts, which demand sustained focus and comprehension. |
| Build cognitive endurance | by gradually increasing text length. |
| Build cognitive endurance | Start with short, connected texts and slowly introduce longer passages, ensuring students practice fluency and comprehension.This approach strengthens both stamina and understanding |
| Decoding and Fluency Prosody as a Bridge Between Fluency and Comprehension | Decoding involves the ability to accurately translate written words into spoken language using phonics, word analysis, and other strategies. Fluency, which includes accuracy, rate, and prosody, builds upon decoding skills by enabling students to read words smoothly and automatically |
| Decoding and Fluency Prosody as a Bridge Between Fluency and Comprehension | As decoding becomes automatic, students no longer need to focus on sounding out words, freeing their cognitive resources for comprehension |
| Fluency as a Bridge to Comprehension Prosody as a Bridge Between Fluency and Comprehension | Fluency serves as the critical bridge between decoding and comprehension. |
| Fluency as a Bridge to Comprehension Prosody as a Bridge Between Fluency and Comprehension | When students read fluently, they can process text efficiently and focus on understanding its meaning. |
| When students read fluently, Prosody as a Bridge Between Fluency and Comprehension | they can process text efficiently and focus on understanding its meaning. |
| Prosody as a Bridge Between Fluency and Comprehension Prosody | r the ability to read with appropriate expression, intonation, and phrasing, connects fluency and comprehension. It reflects a reader’s understanding of the text’s meaning and structure. |
| Prosody as a Bridge Between Fluency and Comprehension Prosody | helps students differentiate between a question and a statement based on tone and punctuation |
| Prosody as a Bridge Between Fluency and Comprehension decoding disrupts comprehension | fluency, slow or laborious as students expend too much mental energy on word recognition and too little on understanding the text. |
| Prosody as a Bridge Between Fluency and Comprehension | the ability to read with appropriate expression, intonation, and phrasing, connects fluency and comprehension. |
| Prosody as a Bridge Between Fluency and Comprehension | r the ability to read with appropriate expression, intonation, and phrasing, connects fluency and comprehension. I |
| Prosody as a Bridge Between Fluency and Comprehension | n. It reflects a reader’s understanding of the text’s meaning and structure. For instance, prosody helps students differentiate between a question and a statement based on tone and punctuation. |
| Prosody as a Bridge Between Fluency and Comprehension | By reading with proper ________, students demonstrate that they are not just decoding words but also interpreting the text accurately |
| Understand the interrelationships between decoding skills, fluency, and reading comprehension Key Takeaways | Decoding and Fluency ,Fluency as a Bridge to Comprehension, Prosody as a Bridge Between Fluency and Comprehension |
| Understand the interrelationships between decoding skills, fluency, and reading comprehension Key Takeaways | • Decoding Skills• Fluency • Prosody |
| Understand the interrelationships between decoding skills, fluency, and reading comprehension Key Takeaways Decoding Skills: | Essential for accurate word recognition, forming the foundation of fluency |
| Understand the interrelationships between decoding skills, fluency, and reading comprehension Key Takeaway Fluency | Ensures smooth, automatic reading, acting as the bridge to comprehension. |
| Understand the interrelationships between decoding skills, fluency, and reading comprehension Key Takeaway • Prosody | Signals comprehension by reflecting an understanding of the text’s meaning through expression and phrasing. |
| Evidence-based, explicit strategies for promoting fluency | involves reading with accuracy, appropriate rate, and prosody (expression). Developing fluency also depends on achieving automaticity, or the ability to recognize words quickly and effortlessly. |
| Evidence based, explicit strategies | tailored to these components help students become proficient readers who can focus on comprehension rather than word recognition. |
| Using a variety of text types | is good practice for this exam, so if you see this in an answer choice, slow down and have a closer look. |
| Practicing with varied text types | s exposes students to both literary and informational texts to develop automaticity, accuracy, rate, and prosody across different genres and content areas. |
| analogy vs. metaphor? | An ___________draws a comparison to explain or clarify a concept by showing how two things are alike, while a metaphor equates two unlike things to create a strong image or emotional effect. In essence, analogies are explanatory, while metaphors are more evocative and poetic |
| analogy | A simple word for __________ is comparison. An __________ is essentially a way of comparing two things to highlight their similarities or relationships. Other simple words for analogy include likeness, resemblance, similarity, and parallel. |
| analogy | A famous ________ is, "Life is like a box of chocolates; you never know what you're gonna get." This quote from the movie Forrest Gump is widely recognized and used to illustrate the unpredictable nature of life |
| analogy | famous Example: The "box of chocolates"____________ is particularly well-known because it uses a concrete, relatable object (chocolates) to explain an abstract concept (life's unpredictability). Impact: This ____________is memorable and has become a cultural touchstone, often used in various contexts to convey the idea that life is full of surprises and unexpected turns. |
| Fluency Strategy Basal reading | Leveled reading books |
| Fluency Strategy Running records | Running records ,Miscue analysis,, Repeated reading Readers’ theater, , Choral reading, Silent sustained, reading ,Data folders, Conferencing |
| Fluency Strategy Basal reading Example | Assessing student’s fluency by determining the student’s rate or how many words correct per minute (WCPM) a student reads Dick and Jane series |
| Fluency Strategy Running records Definition | Assessing student’s fluency by determining the student’s rate or how many words correct per minute (WCPM) a student reads during a timed activity |
| Fluency Strategy Basal reading | Helps with…Automaticity |
| Fluency Strategy Miscue analysis Definition | Looking over the running record, analyzing why the student miscued, and employing strategies to help the student with miscues. |
| Fluency Strategy Miscue analysis Helps with… | Accuracy |
| Fluency Strategy | is not just about reading quickly, but about reading accurately, with expression, and at a pace that allows for comprehension |
| Fluency Strategy | repeated reading, previewing text, pre-teaching key words in text, the use of rhyming poetry, modeling and scaffolding instruction, choral reading, and Reader's Theatre |
| Fluency Strategy Running records Example | Following along as a student reads and marking when they make a mistake or miscues. At the end, the teacher counts how many words per minute (WPM) the student read correctly |
| Running records Helps with | Helps with…Automaticity, accuracy, rate, prosody |
| Fluency Strategy Miscue analysis Example | After a fluency read, the teacher and student analyze the mistakes the student made and come up with strategies to fix those mistakes. |
| Fluency Strategy Miscue analysis Example | After a fluency read, the teacher and student analyze the mistakes the student made and come up with strategies to fix those mistakes |
| Fluency Strategy, Repeated reading Definition | Reading text that is at the student’s independent reading level over and over again to help with fluency |
| Fluency Strategy Repeated reading Helps with… | The teacher has a student read a passage and then re-read the passage several times over the course of a week to build automaticity and reading confidence. |
| Fluency Strategy Readers theater Definition | Following along as a student reads and marking when they make a mistake or miscues. At the end, the teacher counts how many words per minute (WPM) the student read correctly |
| Fluency Strategy Readers’ theater Example | Following along as a student reads and marking when they make a mistake or miscues. At the end, the teacher counts how many words per minute (WPM) the student read correctly |
| Fluency Strategy Running records Helps with… | Prosody |
| Fluency Strategy Repeated reading Example | The teacher has a student read a passage and then re-read the passage several times over the course of a week to build automaticity and reading confidence |
| Fluency Strategy Repeated reading Helps with… | Automaticity, rate, accuracy, prosody |
| Fluency Strategy Readers’ theater Helps with… | Prosody |
| Fluency Strategy Silent sustained reading | (SSR), also known as independent reading time, is a reading fluency strategy where students read silently and uninterrupted for a designated period, typically in the classroom. |
| Fluency Strategy Helps with… | bridging the gap between decoding words and understanding their meaning, allowing readers to focus on comprehension |
| Fluency Strategy Choral reading Choral reading Definition | Reading aloud in unison through a piece of text. |
| Fluency Strategy Choral reading Example | The teacher uses choral reading with EL students to help them with fluency and confidence. |
| Fluency Strategy Choral reading Helps with… | Accuracy, prosody, confidence |
| Fluency Strategy Silent sustained reading Definition | Automaticity, accuracy, rate, prosody |
| Fluency Strategy Silent sustained reading Example | The teacher dedicates 15 minutes every day to having students read their novels on their own. |
| Fluency Strategy Silent sustained reading Helps with… | Students read silently on their own. |
| Fluency Strategy, Data folders Definition | Automaticity, accuracy, rate, confidence, and goal setting |
| Fluency Strategy, Data folders Example | Students chart the number of words correct per minute during their fluency reads. They use this information to see progress and make new goals. |
| Fluency Strategy , Data folders Helps with… | Students keep their fluency data in a folder and use that information to draft goals. |
| Fluency Strategy, Conferencing | Meeting with individual students to review their reading data. |
| Fluency Strategy, Definition | A teacher goes over recent fluency data with a student and notes gains in the student’s correct words per minute. They decide to increase goals and celebrate gains. |
| Fluency Strategy, Example | Automaticity, accuracy, rate, confidence, and goal setting |
| Common Factors That Disrupt Fluency and Evidence-Based Strategies Cause Common Factors That Disrupt Fluency and Evidence-Based Strategies | Students may struggle to decode unfamiliar words or automatically recognize high-frequency words. |
| The following are circumstances that can disrupt fluency in early readers. Understanding these barriers and mitigating them early will help students develop strong fluency skills. | 1. Limited Phonics Skills and/or Word Recognition 2. Lack of Familiarity with Academic Vocabulary and Language Structures 3. Limited Background Knowledge |
| Common Factors That Disrupt Fluency and Evidence-Based Strategies 1. Limited Phonics Skills and/or Word Recognition | Students may struggle to decode unfamiliar words or automatically recognize high-frequency words |
| Common Factors That Disrupt Fluency and Evidence-Based Strategies Limited Background Knowledge | |
| Common Factors That Disrupt Fluency and Evidence-Based Strategies Limited Phonics Skills and/or Word Recognition Impact:• Cause: Students may lack prior knowledge or experience about the text's topic. | Students may lack prior knowledge or experience about the text's topic. |
| Common Factors That Disrupt Fluency and Evidence-Based Strategies Limited Background Knowledge | Cause: Students may lack prior knowledge or experience about the text's topic. |
| Common Factors That Disrupt Fluency and Evidence-Based Strategies 3. Limited Background Knowledge • Impact | • Impact: Students may struggle to interpret words and ideas without context, slowing their reading and reducing comprehension. |
| Semantic = | Sense/Meaning |
| Syntactic = | Syntax/Structure/Grammar |
| semantic cues | For example, if you read, "She tied a bow in her hair," and you didn't know the word "bow," you'd use ________ribbon, not bowing down. |
| Syntactic | if you saw "The wind will blow," you'd use ____________ cues to know "wind" is a noun (the thing doing the action) and "blow" is a verb (the action itself), based on where they are in the sentence. |
| Decoding | is like a secret agent ________ a message. They're taking the written code (letters) and turning it back into understandable speech (sounds) |
| Decoding | you see the word "cat" and you decode it into /k/ /a/ /t/. is like a secret agent decoding a message |
| Encoding | when you hear a sound and then write the symbol to represent that sound. I say "cat" and you encode it, you'd write down C-A-T. You're putting the message into code for someone else to read. |
| decoding | "reading" (from print to sound) |
| encoding | is "spelling" (from sound to print). |
| When a teacher says a word and students spell it, | they are using their code-based skills. This means they're showing how well they understand the relationship between sounds and letters (phonics) and how to apply those rules to write words. It's basically a test of their encoding ability! |
| Active note-taking during reading | summarizing key ideas, and preparing for discussions or assessments" perfectly describes Cornell Notes. |
| Cornell Notes | are for in-depth active processing of information. |
| Cornell Notes | are designed for active engagement while you're reading or listening to a lecture. You take notes in the main section, jot down questions or keywords in the left column, and summarize at the bottom. It's very much a "during" and "after" reading tool for deep engagement. |
| Phonological and phonemic awareness skills | acquired before the alphabetic principle. |
| Phonological and phonemic awareness skills | Think of it like building blocks: you need to understand the individual sounds (phonemes) and how they work in words before you can connect those sounds to written letters (the alphabetic principle) |
| Phonological and phonemic awareness skills & alphabetic principle | |
| to understand the individual sounds (phonemes) and how they work in words before you can connect those sounds to written letters (the alphabetic principle). | It's like learning to hear the difference between a drum and a flute before you learn to read sheet music for them. It's like learning to hear the difference between a drum and a flute before you learn to read sheet music for them. It's like learning to hear the difference between a drum and a flute before you learn to read sheet music for them. |
| KWL | It's like learning to hear the difference between a drum and a flute before you learn to read sheet music for them. The KWL Chart (K: What I Know, W: What I Want to Know, L: What I Learned) is more of a pre-reading and post-reading tool. |
| KWL | pre-reading and post-reading tool. |
| KWL Chart Chart K and W | fill out the "K" and "W" before you start reading to activate prior knowledge . |
| KWL Chart | L: What I Learned) is more of a pre-reading and post-reading tool. |
| KWL Chart K and W | before starting to activate prior knowledge and demonstrate what you've learned. It helps introduce new content and guide comprehension. |
| "L" after reading, | : What I Learned) |
| Cornell Notes | are for in-depth active processing of information. are for in-depth active processing of information. |
| Explicit instruction on diphthongs and trigraphs they need sounding out individual letters | is super important here. When a student struggles with specific patterns like "au" (a diphthong) and "ght" (a trigraph), it means they need direct teaching on what those letter combinations sound like and how they work in words. |
| students use morphemes to decode words | Think of it like learning to play chords on a guitar. You wouldn't just sound out each individual string. You need to be shown how certain finger placements (letter combinations) create a specific sound (the diphthong or trigraph). |
| students use morphemes to decode words | , they are breaking down the word's meaning structure, not its sound structure. |
| Morphemes | are the smallest units of meaning in a word. |
| You're breaking it down by meaning! | Morphemes are the smallest units of meaning in a word. This includes prefixes (like "un-" in unhappy), suffixes (like "-ing" in jumping), and root words (like "read" in reread). When you see "unhappy," you know "un-" means "not" and "happy" means "happy," so "unhappy" means "not happy." |
| Sound structure | is what we talk about with phonics and phonemic awareness |
| Sound structure is | what we talk about with phonics and phonemic awareness – the sounds (phonemes) and how they connect to letters (graphemes). |
| what we talk about with phonics and phonemic awareness – the sounds (phonemes) and how they connect to letters (graphemes). | while both help with decoding, morphemic analysis focuses on meaning, and phonics focuses on sounds. |
| morphemic analysis | while both help with decoding, morphemic analysis focuses on meaning, and phonics focuses on sounds. |
| morphemic analysis | focuses on meaning, |
| phonics focuses | on sounds. |
| Adding, subtracting, or substituting sounds (like adding /t/ to "can" to make "cant") | considered the most complex phonemic awareness skills |
| Adding, subtracting, or substituting sounds (like adding /t/ to "can" to make "cant") | It requires a really strong understanding of individual sounds and how to manipulate them. |
| manipulation" | of phonemes is a higher-level skill! |
| schwa is actually the opposite: it's a vowel sound in an | unstressed syllable, it's where the vowel does not make its long or short sound. It's often called the "lazy" sound! |
| the "a" in "balloon" (/bəˈluːn/) or the "e" in "problem" (/ˈprɒbləm/). | That weak, neutral vowel sound is the schwa. It's almost always in unstressed syllables. |
| Explicit Phonics | This means the teacher directly and clearly teaches phonics rules and relationships. Explicit instruction is generally a good thing, but it doesn't necessarily mean it's embedded in reading. |
| explicit and systematic | taught in a planned order, often in isolation |
| Embedded Phonics | This is when phonics instruction happens within the context of reading authentic texts. |
| reading experience | , instead of a separate phonics lesson, the teacher might pause during a storybook reading to point out a "sh" sound in "ship" or explain why "caught" has a silent "gh." It's integrated "within the context of reading." |
| Systematic/Explicit Phonics hink of it like learning to cook | might be like having a dedicated lesson on how to chop vegetables properly before you even start cooking a dish. Embedded Phonics would be like learning how to chop those vegetables while you're in the middle of preparing a recipe, as the need arises. |
| With a blend, like "str" in "street" or "bl" in "blue, | |
| described a digraph (like "sh" in "ship") you hear each individual sound | which is when two letters combine to make a single, new sound. Of the consonants, even though they are blended together smoothly. So, in "street," you can hear the /s/, the /t/, and the /r/. In "blue," you hear the /b/ and the /l/. |
| Digraph | "Di" means two, and they make one new sound. Think of it as two letters working together to create a new identity. |
| Blend: | Think of blending a smoothie – you put in different fruits, and you can still taste each fruit's flavor, even though they're mixed. You still hear each sound. |
| Segmenting and Blending | is about breaking words apart into their individual sounds (phonemes). When you hear "cat" and say /c/, /a/, /t/, you're segmenting. Blending would be the opposite: taking individual sounds (/c/, /a/, /t/) and putting them together to form the word "cat." |
| Blending | |
| Identifying rhyming words and recognizing syllables | are important phonological awareness skills, but they don't involve breaking words down to the individual sound level like segmenting phonemes does. |
| When students use morphemes to decode words, they usually use prefixes, suffixes, and roots to break down the word's meaning, which is also referred to as structural analysis. | When students use morphemes (prefixes, suffixes, and roots) to decode words, they are indeed breaking down the word's meaning structure |
| When students use morphemes word's meaning structure, | process is called structural analysis. to decode words, they are indeed breaking down the word's meaning structure, and this process is called structural analysis. |
| A student is quickly looking through a long article to find out the date of a specific historical event. Which strategic reading approach is this student primarily using? A) Skimming B) Scanning C) Close Reading D) Adjusting Reading Rate | skimming |
| Skimming | is when you quickly read through a text to get the main idea or a general overview. Think of it like a bird flying high over a landscape, just getting the lay of the land. |
| Scanning | involves searching for specific information, such as names, dates, numbers, or particular keywords. You're not reading every word; you're letting your eyes dart around, searching for that one piece of information, like a detective looking for a specific clue. |
| Skim | for the gist (general idea). |
| Scan | for specifics. |
| targeted interventions to address specific fluency barriers | For example, if a student struggles with word recognition, focus on phonics and high-frequency words |
| targeted interventions to address specific fluency barriers. | If the issue is vocabulary, pre-teach academic words before introducing the text |
| The term “modeling” is a good word on the exam | Modeling is a powerful tool in showing students how to read. Be on the lookout for this term in the answer choices. |
| Level of Comprehension | literal, inferential, and evaluative |
| Socratic seminar | is a structured discussion strategy in which students critically engage with a text, topic, or question through open-ended dialogue, guided by the teacher. In upper elementary, it encourages students to think deeply, articulate their ideas, and build on their peers’ responses while referencing evidence from the text. |
| Socratic seminar | The teacher acts as a facilitator, posing thought-provoking questions and fostering respectful, collaborative discourse. This approach helps students develop critical thinking, active listening, and speaking skills while deepening their comprehension of complex concept |
| Levels of Reading Comprehension | involves teaching at three levels: literal, inferential, and evaluative |
| Explicit strategies | ensure that students can analyze texts comprehensively |
| Data from progress monitoring helps teachers and schools with | Establish a baseline of student performance. |
| Data from progress monitoring helps teachers and schools | Determine when an instructional change is needed. |
| Data from progress monitoring helps teachers and schools | Establish a baseline of student performance. |
| Incorrect answer: Data from progress monitoring helps teachers and schools with | Data from progress monitoring helps teachers and schools |
| Data from progress monitoring helps teachers and schools with | Determine when an instructional change is needed. . |
| quantitative | other informal-gathering techniques, while Incorrect answer: quatative Correct Answer: quantitative data can be reported as a number and collected through assessment |
| qualitative | data is narrative and can be collected from observation notes and other informal-gathering techniques, |
| Tier 2 | Small group instruction with a research-based program |
| Tier 1 | Complete a universal screener |
| Tier 3 | Weekly progress monitoring |
| Data from progress monitoring helps teachers and schools with | Second-grade students research, create posters, and present information about a chosen community helper to understand their role in society. This is an example of an_____assessment. Determine when an instructional change is needed |
| What are the P's of fluency? | Perfection, Pace, Performance, Phrasing, and Punctuation. |
| What are the big 5 reading strategies? | components of reading identified by the National Reading Panel—phonemic awareness, phonics, fluency, vocabulary, and comprehension. |
| Inferential comprehension | involves interpreting clues from the text, such as actions, to draw conclusions. |
| question-answer relationships (QAR) chart | is a question-answer relationships (QAR) chart. It categorizes questions into four types: right there, think & search, author and you, and sometimes on my own. |
| a question-answer relationships (QAR) chart. | right there, think & search, author and you, and sometimes on my own. These categories help students understand where to find answers (explicitly in the text, by making inferences, or by connecting personal knowledge). graphic organizer |
| t-chart | organizes information into two categories, such as "Pros/Cons" or "Perspective A/Perspective B." |
| cause-and-effect organizer | identifies events (causes) and their outcomes (effects). It does not focus on categorizing questions. |
| theme organizer | students identify the theme of a text, provide supporting evidence, and connect the theme to real-life experiences. It does not classify questions into specific categories. |
| plot diagram | helps students analyze how the story’s events progress, including exposition, climax, and resolution. This supports students’ understanding of text structure. |
| story's message | identifying the theme focuses on the |
| relates to perspective | comparing narration relates to perspective, not plot organization. |
| figurative language analysis | involves word choice |
| think-aloud strategy, | which promotes metacognition |
| think-aloud | allows teachers to model their analytical thought process for students. allows teachers to model their analytical thought process for students. |
| summarizing | involves recounting the main ideas, not analyzing specific details. |
| predicting focuses | on making guesses about future events, not analyzing word choice. |
| annotating | involves marking text directly, whereas the teacher is verbalizing thoughts. |
| Think-alouds | instructional strategy best helps students increase metacognition while reading |
| Think-alouds | explicitly model how skilled readers reflect on and verbalize their thought processes, which promotes metacognitive awareness. |
| close reading | focuses on rereading and analyzing language and structure, not reflecting on one’s thinking. |
| reciprocal teaching | emphasizes comprehension strategies like predicting and summarizing, not metacognition. |
| annotating text | focuses on marking parts of the text for analysis rather than thinking about one’s own thought process. |
| A fifth-grade teacher plans to lead a close reading activity of two stories from different cultures. The lesson will focus on the stories’ themes and their connection. What would be the most effective way for the teacher to prepare for the close reading activities for this lesson? | Identify paragraphs in each story central to analyzing the authors’ perspectives and styles to communicate ideas. |
| close reading | This approach encourages critical thinking and meaningful analysis, aligning with the goals of |
| close reading | This requires students to analyze a text by focusing on specific parts that reveal key themes, perspectives, and stylistic choices |
| close reading | By identifying paragraphs central to understanding the authors' perspectives and styles, the teacher ensures that the lesson highlights textual evidence supporting the connection between the stories' themes. |
| summarizing or understanding basic comprehension | |
| close reading | in-depth analysis required in a close reading activity. |
| reading comprehension | pre-teaching unfamiliar words and phrases is a vocabulary-focused activity that supports reading comprehension |
| close reading. | directly target thematic analysis or comparative |
| story map | can help with comparing basic story elements (e.g., characters, setting), |
| close reading. | promote the depth of analysis required to examine themes and authors' styles effectively. |
| A teacher introduces a historical fiction text to a group of English learners. The teacher pre-teaches key vocabulary words, such as conflict, refugee, and resistance, to support their comprehension, using visuals and examples. What is the primary purpose of this strategy? | To reduce cognitive load and develop academic vocabulary. |
| Pre-teaching | key vocabulary supports comprehension by reducing barriers to understanding unfamiliar or academic words. |
| cultural connections | |
| Pre-teaching | explicitly teaching ,vocabulary, decoding skills. fluency practice. |
| vocabulary comprehension | in reading challenging texts aloud. |
| independent decoding of unfamiliar words. independent decoding of unfamiliar words. | activity focuses on meaning |
| fluency in reading challenging texts aloud. | the purpose here is vocabulary comprehension, |
| fluency in reading challenging texts aloud. | |
| cultural connections before reading the text. | focus on bridging the students' background knowledge with the text, |
| Pre-teaching key | Pre-teaching key vocabulary supports comprehension by reducing barriers to understanding unfamiliar or academic words. explicitly teaching vocabulary, Decoding skill, fluency practice. |
| vocabulary comprehension | promote fluency in reading challenging texts aloud. |
| Pre-teaching key vocabulary supports comprehension by reducing barriers to understanding unfamiliar or academic words. Pre-teaching | To reduce cognitive load and develop academic vocabulary. |
| A teacher uses close reading with a small group of struggling readers. The teacher models annotation by highlighting important details and asking guiding questions. What is the primary purpose of this strategy? | |
| Close reading | emphasizes analyzing a text’s details, structure, and meaning through careful reading and annotation |
| this strategy focuses on comprehension | To improve students' ability to decode unfamiliar words. |
| Close reading | the primary focus is text analysis. What is the primary purpose of this strategy? |
| self-monitoring reading rate | self-monitoring reading rate is part of fluency strategies |
| A teacher instructs students to pause periodically while reading and ask themselves, “Do I understand this part? If not, what should I do to clarify?” What skills does this strategy promote? | |
| Asking comprehension | checking questions promotes self-monitoring (evaluating understanding) and metacognition (thinking about one’s thinking). |
| self-monitoring | checking questions promotes |
| Visualization and inference | visualization involves creating mental images, |
| Self-monitoring and metacognition | relate to recognizing and reading words, not comprehension monitoring. |
| Summarization and fluency | decoding and automaticity relate to recognizing and reading words |
Created by:
tanya1970