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FOR 4
| Question | Answer |
|---|---|
| key features of the recursive approach are: | reinforcement of basic skills, integration of skills, and responsive instruction |
| benefits of a recursive approach are: | tailored support, skill mastery, and integrated learning |
| concepts of print are: | the foundational understandings about the nature and function of written language. These skills are critical for young learners transitioning from oral language to literacy |
| key concepts of print awareness include: | print carries meaning and written words convey info and stories; there is a relationship between spoken and written language; print is organized in specific ways. |
| a recursive approach to phonological and phonemic awareness recognizes that... | students may need to revisit and reinforce earlier skills while developing more advanced ones (not linear; allows flexibility, enabling students to cycle back to foundational skills |
| How is print organized? | directionality (left to right; top to bottom); spacing (between words); word representation (words are composed of specific sequences of letters) |
| Evidence-based instructional strategies for Print Awareness: | modeling, interactive reading, labeling the environment, engaging in shared writing, print-rich centers |
| Evidence-based instructional strategies for Promoting Letter Knowledge | explicitly teach letter names/shapes, multisensory learning, interactive letter recognition games, alphabet songs/mnemonics, practice letter formation explicitly, reinforce learning with environmental print, use technology to enhance letter knowledge |
| Evidence-based instructional strategies for teaching the alphabetic principle | explicit, systematic phonics instruction, sound-to-letter mapping activities, phoneme segmentation and blending, decodable texts for practice, cumulative word building, multisensory techniques, and high frequency word integration |
| Evidence-based instructional strategies for supporting emergent literacy skills | encourage phonetic spelling, foster oral language development, integrate reading, writing, and speaking activities, and use multisensory approaches |
| Evidence-based instructional strategies for oral language and literacy development | modeling conversation and discourse, interactive read alouds, accountable talk, shared reading, model reading and writing, independent reading, activating prior knowledge, and building background knowledge |
| Evidence-based instructional strategies for differentiating instruction in language development for ELL students | use visuals, gestures, and realia to build vocabulary and language comprehension. Incorporate sentence frames to scaffold oral and written language |
| early sings of print awareness | child holds book correctly, child understands directionality, child pretends to write by scribbling (understands that pics and writing are distinct), child points to story and asks you to read it, child picks up familiar books and reads it aloud |
| letter knowledge is________________________ | recognizing, naming, and forming uppercase and lowercase letters. This is a foundational skill in literacy development, enabling children to connect letters with sounds and understand the alphabetic principle |
| research shows strong letter knowledge supports ___________ | early decoding, spelling, and overall reading success |
| The alphabetic principle is ____________ | the understanding that letters and letter combinations represent spoken language's sounds (phonemes) and that the relationships follow predictable, systematic patterns. |
| Mastery of the alphabetic principle is critical for developing _____ | decoding and encoding skills, enabling students to read and spell words accurately and fluently |
| Using _________ is considered a best practice | decodable texts |
| Decodable texts use _________ | controlled vocabulary that aligns ih specific phonics patterns; have high-frequency words to build fluency with common sight words, have repetition and simple sentences |
| specific stages that align with the alphabetic principle | Pre-Alphabetic, Partial Alphabetic, Full Alphabetic, Consolidated Alphabetic |
| Pre-Alphabetic | children recognize words based on visual cues, such as logos or shapes (example - a stop sign), rather than understanding the relationship between sounds and letters |
| Partial Alphabetic | students begin associating some sounds with letters but rely on guessing words based on the first or last letters |
| Full Alphabetic | students fully understand the alphabetic principle, can decode unfamiliar words by blending sounds, and begin to recognize words more quickly |
| Consolidated Alphabetic | students recognize letter patterns, such as digraphs and word families and use these patterns to read and spell words more efficiently |
| letter-sound correspondence is the foundational skills that connects ________________________________ | letters (graphemes) to their corresponding sound (phonemes) |
| approaches to effective phonics instruction: | explicit and systematic phonics instruction, blending practice with Elkonin Boxes, letter-sound drills, guided practice in blending sounds, and multisensory approaches |
| Elkonin boxes | help students segment and blend sounds in words (students place a token in each box as they say the corresponding sound and then blend them together) |
| A BEST practice while teaching reading skills is | metacognition and thinking aloud (example "I'm wondering why the character made that choice. Let me reread this part to see if there are clues".) |
| Independent reading or sustained silent reading are NOT best practices for _______ | struggling students |
| Evidence-based instructional strategies for differentiating instruction in language development for students with disabilities | use adaptive tools like picture-supported communication boards or voice-to-text technology to aid language expression |
| Evidence-based instructional strategies for differentiating instruction in language development for highly proficient students | introduce complex academic vocabulary and engage students in discussions that require analysis and synthesis of ideas |
| Evidence-based instructional strategies for differentiating instruction in phonological and phonemic awareness for struggling students | provide intensive, small group instruction focused on segmenting, blending, and manipulating phonemes. Use multisensory tools like Elkonin boxes for tapping out sound |
| Evidence-based instructional strategies for differentiating instruction in phonological and phonemic awareness for highly proficient students | challenge students to manipulate phonemes in multisyllabic words or create new words by substituting sounds |
| Evidence-based instructional strategies for differentiating instruction in concepts of print for ELLs and struggling students | conduct shared reading activities that explicitly model print awareness, such as tracking text with a pointer and discussing features likes spaces between words and punctation |
| Evidence-based instructional strategies for differentiating instruction in concepts of print for highly proficient students | encourage students to identify and explain advanced print features like italics or dialogue formatting in complex texts |
| Evidence-based instructional strategies for differentiating instruction for the alphabetic principle for struggling readers | provide direct, systematic instruction in letter-sound correspondences and practice blending sounds to decode words. Use decodable texts aligned with the sounds being taught |
| Evidence-based instructional strategies for differentiating instruction for the alphabetic principle for highly proficient students | introduce irregular spelling patterns and challenge students to decode words with silent letters, digraphs, and dipthongs |
| classroom extensions for on-grade level and advanced learners | word building games (letter tiles), oral language debates, independent research projects |
| The first step in helping ELLs acquire a foundation reading skill in the second language (English) is to determine if _______ | they have the skill in their native, first language (this was a practice test question) |
| cognate | words in one language that share similar meaning, spelling, and/or pronunciation with words in another language (best practice when helping ELs) |
Created by:
kristikee