Effective Strategies for Reading Instruction and Assessment, Exams of Advanced Education

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FTCE reading k-12 Certification

A reading teacher is reviewing a recently published book about a new approach to improving reading comprehension. Which of the following features should the teacher look for when evaluating the reported success of this approach? - whether the results of the research the author conducted on the approach are reliable and valid In a classroom, the teacher has an area for small-group instruction and another area for whole-group instruction. The learning environment is information intensive with students collaborating on a variety of assignments and projects with the teacher roaming the room and helping individuals and groups of students. Which theorist best describes the teachers disposition for instruction? - Lev Vygotsky social constructivist - A teacher firmly believes that collaboration among students is essential for learning. Which of the following theories is closely aligned with this philosophy? Use the following excerpt to answer the question. The high price of oil in the 1970s resulted in a serious problem for many Americans. Long lines to purchase gasoline for cars were unavoidable. People were subjected to higher prices for oil to heat their homes. Oil companies looked to other nations for new oil supplies. They also began drilling for oil on the ocean floor. Which of the following is the excerpt an example of? - problem and solution narrative nonfiction - A biography Which of the following is NOT a criterion for selecting multicultural literature? - exclusion of leaders A teacher collects reading records and rubric-scored writing samples over time on select students to document change over time. Which term best describes the teacher's purpose for collecting this type of assessment? - Monitoring The assessment tools for the purpose of evaluating expertise include - research papers, formal presentations, and formal debates

what is the best way to determine reading instructional groups in a classroom with students who have a wide range of skills and abilities? - review state reading test scores, then administer an IRI Teachers at a middle school made a commitment to use observational notes to monitor students' strengths and needs and to use that information for providing differentiated instruction and flexible grouping. What type of grouping is this an example of? - data-based grouping An effective way for a teacher of English language learners to integrate speaking and listening into the classroom would be to use - role play. Which adaptation of the basal reading program is the most efficient for struggling readers?

• repeated readings During a shared reading of an enlarged text in a primary learning environment, the teacher focuses instruction on the structure of the language by engaging students periodically in conversation. Which cognitive working system is the teacher scaffolding during the lesson? - syntactic working system Students who cannot decode and rely on context and initial letters to figure out unknown words demonstrate characteristics of which phase of word recognition? - partial-alphabetic Which of the following is most appropriate for developing the concept that print is "speech written down"? - language experience approach Which of the following statements is true in relation to early literacy skill acquisition? - Naming letters with phonological awareness and sounds is an effective method. A teacher working with diverse learners in the emergent stage of literacy development should - first develop students' oral and academic vocabulary knowledge. A teacher uses the following instructional procedures.

1. Teach the students to recognize orally the individual sounds in words.
2. Teach the students to blend the sounds in words. What is the focus of this instruction? - phonemic awareness Which of the following is the most effective strategy to assist a middle-schooler struggling with 3rd-grade highfrequency words? - create an individual word bank for the student

students with the most up-to-date and comprehensive information? - online weather report site The district reading leadership team has determined based on data that additional informal progress monitoring opportunities in reading must be included in instruction for all the schools in the district. Which of the following progress monitoring resources will support this district effort? - provide professional development on formative assessments for all teachers In October, a teacher meets with a paraprofessional of an 11th-grade student to discuss ways to increase teacher and peer interactions, decrease an over reliance on the paraprofessional, and build independence. Which of the following is this an example of? - clarifying roles and responsibilities Accuracy (part of fluency): - reading words in text with no errors Academically Engaged: - students are academically engaged when they are participating in activities/instruction in a meaningful way and understanding the tasks in which they are involved. Advanced Phonics - Strategies for decoding multisyllabic words that include morphology and information about the meaning, pronunciation, and parts of speech of words gained from knowledge of prefixes, roots, and suffixes. Affix - a prefix or suffix After Reading Comprehension Strategies - Strategies that require the reader to actively transform key information in text that has been read (e.g., summarizing, retelling). Aligned Materials - Student materials (texts, activities, manipulatives, homework, etc.) that reinforce classroom instruction of specific skills in reading. Alliteration - The repetition of the initial phoneme of each word in connected text (e.g., Harry the happy hippo hula-hoops with Henrietta Alphabetic Principle - The concept that letters and letter combinations represent individual phonemes in written words. Ample Opportunities for Student Practice - Students are asked to apply what they have been taught in order to accomplish specific reading tasks. Practice should follow in a logical relationship with what has just been taught. Once skills are internalized, students are provided with more opportunities to independently implement previously learned information.

Analogy - Comparing two sets of words to show some common similarity between the sets. When done as a vocabulary exercise this requires producing one of the words (e.g., cat is to kitten: as dog is to _____?). Antonym - a word that means the opposite of another word Automaticity - Reading without conscious effort or attention to decoding Background Knowledge - Forming connections between the text and the information and experiences of the reader Base Word - A unit of meaning that can stand alone as a whole word (e.g., friend, pig). Also called a free morpheme. Before Reading Comprehension Strategies - Strategies employed to emphasize the importance of preparing students to read text (e.g., activate prior knowledge, set a purpose for reading). Blending - The task of combining sounds rapidly, to accurately represent the word. Bloom's Taxonomy - A system for categorizing levels of abstraction of questions that commonly occur in educational settings. Includes the following competencies: knowledge, comprehension, application, analysis, synthesis, and evaluation. Chunked Text - Continuous text that has been separated into meaningful phrases often with the use of single and double slash marks (/ and //). The intent of using chunked text or chunking text is to give children an opportunity to practice reading phrases fluently. There is no absolute in chunking text. Teachers should use judgment when teaching students how to chunk. Generally, slash marks are made between subject and predicate, and before and after prepositional phrases. Chunking - A decoding strategy for breaking words into manageable parts (e.g., /yes /ter/ day). Chunking also refers to the process of dividing a sentence into smaller phrases where pauses might occur naturally (e.g., When the sun appeared after the storm, / the newly fallen snow /shimmered like diamonds Coaching: - A professional development process of supporting teachers in implementing new classroom practices by providing new content and information, modeling related teaching strategies, and offering on-going feedback as teachers master new practices. Coarticulation - When saying words our mouth is always ready for the next sound to be made. While saying one sound, the lips, tongue, etc., are starting to form the sound to follow. This can distort individual sounds during speech because the sounds are not produced in isolated units (e.g., ham- the /m/ blends with the /a/ to distort the vowel). This process is called coarticulation.

Consonant Blend - Two or more consecutive consonants which retain their individual sounds (e.g., /bl/ in block; /str/ in string). Consonant Digraph - Two consecutive consonants that represent one phoneme, or sound (e.g., /ch/, /sh/). Context Clue - a word, phrase, or sentence in the text around an unfamiliar word that helps you identify the word's meaning Continuous Sounds - a sound that can be held for several seconds without distortion (e.g., /m/, /s/) Continuum of Word Types - Words can be classified by type according to their relative difficulty to decode. Typically this continuum is listed from easy to difficult, beginning with VC and CVC words that begin with continuous sounds and progressing to CCCVC and CCCVCC words. Coordinated instructional sequences - take into consideration how information is selected, sequenced, organized, and practiced. Coordinated instructional sequences occur within each component of reading where a logical progression of skills would be evident: easier skills are introduced before more difficult skills, so that skills build progressively. The other way coordinated instructional sequences are evident is in the clear and meaningful relationship or linking of instruction across the five components of reading: phonological awareness, phonics, fluency, vocabulary, comprehension. If students orally segment and blend words with the letter-sound /f/ during phonemic awareness instruction, then we would expect to see it followed by practice in connecting the sound /f/ with the letter f. This would be followed by fluency practice in reading words, sentences, and/or passages with the letter-sound /f/. Spelling practice would include /f/ and other previously learned letter-sounds. Core Instruction - is instruction provided to all students in the class, and it is usually guided by a comprehensive core reading program. Part of the core instruction is usually provided to the class as a whole, and part is provided during the small group, differentiated instruction period. Although instruction is differentiated by student need during the small group period, materials and lesson procedures from the core program can frequently be used to provide reteaching, or additional teaching to students according to their needs Cumulative - Instruction that builds upon previously learned concepts Decodable Text - Text in which a high proportion of words (80%-90%) comprise soundsymbol relationships that have already been taught. It is used for the purpose of providing practice with specific decoding skills and is a bridge between learning phonics and the application of phonics in independent reading.

Decodable Words - These words contain phonic elements that were previously taught Decoding - The ability to translate a word from print to speech, usually by employing knowledge of sound symbol correspondences; also the act of deciphering a new word by sounding it out. Derivational Affix - A prefix or suffix added to a root or base to form another word (e.g., - un in unhappy , - ness in likeness). Diagnostic - Tests that can be used to measure a variety of reading, language, or cognitive skills. Although they can be given as soon as a screening test indicates a child is behind in reading growth, they will usually be given only if a child fails to make adequate progress after being given extra help in learning to read. They are designed to provide a more precise and detailed picture of the full range of a child's knowledge and skill so that instruction can be more precisely planned. Dialogic Reading - During story reading, the teacher/parent asks questions, adds information, and prompts student to increase sophistication of responses by expanding on his/her utterances. Differentiated Instruction - Matching instruction to meet the different needs of learners in a given classroom Difficult Words - Some words are difficult because they contain phonic elements that have not yet been taught. Others are difficult because they contain letter-sound correspondences that are unique to that word (e.g., yacht). Digraphs - A group of two consecutive letters whose phonetic value is a single sound (e.g., /ea/ in bread; /ch/ in chat; /ng/ in sing). Diphthong - A vowel produced by the tongue shifting position during articulation; a vowel that feels as if it has two parts, especially the vowels spelled ow, oy, ou, and oi Direct Instruction - The teacher defines and teaches a concept, guides students through its application, and arranges for extended guided practice until mastery is achieved. Direct Vocabulary Instruction - Planned instruction to pre-teach new, important, and difficult words to ensure the quantity and quality of exposures to words that students will encounter in their reading. During Reading Comprehension Strategies - Strategies that help students engage the meanings of a text (e.g., asking questions at critical junctures; modeling the thought process used to make inferences; constructing mental imagery Elkonin Boxes - A framework used during phonemic awareness instruction. Elkonin

Five Components of Reading - Phonemic awareness, phonics, fluency, vocabulary, and comprehension. Flexible Grouping: - Grouping students according to shared instructional needs and abilities and regrouping as their instructional needs change. Group size and allocated instructional time may vary among groups. Floss Rule - Words of one syllable, ending in f, l, or s - after one vowel, usually ending in ff, ll, or ss (sounds /f/, /l/, /s/). Fluency - Ability to read text quickly, accurately, and with proper expression. Fluency provides a bridge between word recognition and comprehension. Fluency Probe - An assessment for measuring fluency, usually a timed oral reading passage at the student's instructional reading level. Formal Assessment - Follows a prescribed format for administration and scoring. Scores obtained from formal tests are standardized, meaning that interpretation is based on norms from a comparative sample of children Frayer Model - An adaptation of the concept map. The framework of the Frayer Model includes: the concept word, the definition, characteristics of the concept word, examples of the concept word, and non-examples of the concept word. It is important to include both examples and non-examples, so students are able to identify what the concept word is and what the concept word is not. Frustrational Reading Level - The level at which a reader reads at less than a 90% accuracy (i.e., no more than one error per 10 words read). Frustration level text is difficult text for the reader. Generalization - The ability to use a learned skill in novel situations. Grapheme - A letter or letter combination that spells a phoneme; can be one, two, three, or four letters in English (e.g., e, ei, igh, eigh). Graphic Organizers - A visual framework or structure for capturing the main points of what is being read, which may include concepts, ideas, events, vocabulary, or generalizations. Graphic organizers allow ideas in text and thinking processes to become external by showing the interrelatedness of ideas, thus facilitating understanding for the reader. The structure of a graphic organizer is determined by the structure of the kind of text being read. Graphophonemic: - The relationship between letters and phonemes Guided Oral Reading - instructional support including immediate corrective feedback as

students read orally. Guided Practice: - Students practice newly learned skills with the teacher providing prompts and feedback. High Frequency Irregular Words: - words in print containing letters that stray from the most common sound pronunciation because they do not follow common phonic patterns (e.g., were, was, laugh, been) High Frequency Words - A small group of words (300-500) that account for a large percentage of the words in print and can be regular or irregular words. Often, they are referred to as "sight words" since automatic recognition of these words is required for fluent reading. Homograph - Words that are spelled the same but have different origins and meanings. They may or may not be pronounced the same (e.g., can as in a metal container/can as in able to) Homonym - word that sounds like another but differs in meaning and spelling Homophone - Words that may or may not be spelled alike but are pronounced the same. These words are of different origins and have different meanings (e.g., ate and eight; scale as in the covering of a fish; and scale as in a device used to weigh things) Idiom - A phrase or expression that differs from the literal meaning of the words; a regional or individual expression with a unique meaning (e.g., it's raining cats and dogs). Immediate Corrective Feedback: - When an error occurs, the teacher immediately attends to it by scaffolding instruction (i.e., gradual release of responsibility). Immediate Intensive Intervention - Instruction that may include more time, more opportunities for student practice, more teacher feedback, smaller group size, and different materials. It is implemented as soon as assessment indicates that students are not making adequate progress in reading. Implicit Instruction - The opposite of explicit instruction. Students discover skills and concepts instead of being explicitly taught. For example, the teacher writes a list of words on the board that begin with the letter "m" (mud, milk, meal, and mattress) and asks the students how the words are similar. The teacher elicits from the students that the letter "m" stands for the sound you hear at the beginning of the words. Important Words - Unknown words that are critical to passage understanding and which students are likely to encounter in the future. Independent Reading Level - The level at which a reader can read text with 95% accuracy (i.e., no more than one error per 20 words read). Independent reading level is

Intervention Instruction - is provided only to students who are lagging behind their classmates in the development of critical reading skills. This instruction will usually be guided by a specific intervention program that focuses on one or more of the key areas of reading development. This type of instruction is needed by only a relatively small minority of students in a class. In some cases, students in 2nd and 3rd grade may have lagged so far behind grade level development of reading skills that very little content from the grade level comprehensive core program is suitable for them. In these cases, students may need to receive instruction guided by a comprehensive intervention program that is specifically designed to meet their specific needs while at the same time accelerating their growth toward grade level reading ability. Intervention Program - Provides content for instruction that is intended for flexible use as part of differentiated instruction and/or more intensive instruction to meet student learning needs in one or more of the specific areas of reading (phonological awareness, phonics, fluency, vocabulary, and comprehension). These programs are used to provide targeted, intensive intervention for small groups of struggling readers. Invented Spelling - An attempt to spell a word based on a student's knowledge of the spelling system and how it works (e.g., kt for cat). Irregular Words - Words that contain letters that stray from the most common sound pronunciation; words that do not follow common phonic patterns (e.g., were, was, laugh, been). Learning Communities - A group in which educators commit to ongoing learning experiences with a deliberate intent to transform teaching and learning at their school or within their district. Letter Combinations: - Also referred to as digraphs, a group of consecutive letters that represents a particular sound(s) in the majority of words in which it appears (e.g., /ai/ in maid; /ch/ in chair; /ar/ in car; /kn/ in know; /ng/ in ring). Letter-Sound Correspondence - The matching of an oral sound to its corresponding letter or group of letters. Linked - A clear connection among the objectives of what is taught within and across reading components (e.g., students learn some common letter sounds during phonics instruction, then read words that use those same letter sounds to practice fluency and develop vocabulary). Listening Vocabulary - The words needed to understand what is heard Literal Comprehension - Understanding of the basic facts that the student has read.

Main Idea - The author's central thought; the chief topic of a text expressed or implied in a word or phrase; the topic sentence of a paragraph. Metacognition - An awareness of one's own thinking processes and how they work. The process of consciously thinking about one's learning or reading while actually being engaged in learning or reading. Metacognitive strategies can be taught to students; good readers use metacognitive strategies to think about and have control over their reading. Modeling - Teacher overtly demonstrates a strategy, skill, or concept that students will be learning Morpheme - in a language, the smallest unit that carries meaning; may be a word or a part of a word (such as a prefix) Morphemic Analysis - An analysis of words formed by adding prefixes, suffixes or other meaningful word units to a base word. Most Common Letter Sounds - The sound that is usually pronounced for the letter when it appears in a short word, such as /a/ apple... Multisyllabic Words - These are words with more than one syllable. A systematic introduction of prefixes, suffixes, and multisyllabic words should occur throughout a reading program. The average number of syllables in the words students read should increase steadily throughout the grades. Narrative Text - Text that tells a story about fictional or real events. Objectives - Measurable statements detailing the desired accomplishments of a program Oddities - Vowels that are pronounced differently from the expected pronunciation (e.g., the "o" in old is pronounced /ō/ instead of the expected /o/. Onset and Rime - In a syllable, the onset is the initial consonant or consonants, and the rime is the vowel and any consonants that follow it (e.g., the word sat, the onset is "s" and the rime is "at". In the word flip, the onset is "fl" and the rime is "ip"). Oral Language - Spoken language. There are five components of oral language: phonology, morphology, syntax, semantics, and pragmatics Orthographic Units - The representation of the sounds of a language by written or printed symbols Orthography - A writing system for representing language.

phonological awareness: awareness of individual phonemes in words. Phonic Analysis - Attention to various phonetic elements of words Phonics - The study of the relationships between letters and the sounds they represent; also used to describe reading instruction that teaches sound-symbol correspondences. Phonogram - A succession of letters that represent the same phonological unit in different words, such as "igh" in flight, might, tight, sigh, and high. Phonological Awareness - One's sensitivity to, or explicit awareness of, the phonological structure of words in one's language. This is an "umbrella" term that is used to refer to a student's sensitivity to any aspect of phonological structure in language. It encompasses awareness of individual words in sentences, syllables, and onset-rime segments, as well as awareness of individual phonemes. Prefix - A morpheme that precedes a root and that contributes to or modifies the meaning of a word as "re" in reprint. Prior Knowledge - Refers to schema, the knowledge and experience that readers bring to the text Progress Monitoring - Tests that keep the teacher informed about the child's progress in learning to read during the school year. These assessment results provide a quick sample of critical reading skills that will inform the teacher if the child is making adequate progress toward grade level reading ability at the end of the year. Pronunciation Guide - A key or guide consisting of graphic symbols that represent particular speech sounds Prosody - Reading with expression, proper intonation, and phrasing. This helps readers to sound as if they are speaking the part they are reading. It is also this element of fluency that sets it apart from automaticity. Rate - the speed at which a person reads Readability Level: - refers to independent, instructional, and frustrational levels of text reading. Reading Centers - Special places organized in the classroom for students to work in small groups or pairs, either cooperatively or individually. Students work in centers while the teacher is conducting small group reading instruction. Each center contains meaningful, purposeful activities that are an extension and reinforcement of what has already been taught by the teacher in reading groups or in a large group. Reading

centers offer students the opportunity to stay academically engaged as they apply the skills they have been learning. They are an excellent way for teachers to determine whether or not students know what they have been taught. It is important to develop a system and organize your classroom in such a way that you can provide feedback to students in a timely manner. Waiting until the end of the week to look at what students have worked on all week is not a productive use of instructional time, as students may have been practicing errors all week. Examples of Reading Centers - Students practice phonics skills at the phonics center, sort word cards at the vocabulary center, and at the reading center, they read books, listen to taped books, record the reading of a book, and read in pairs. The reading center would contain a variety of books at various reading levels to meet the needs of all students. Other centers may consist of writing and spelling activities, pocket charts, white boards, magnetic letters to practice word building, sentence strips and word cards to create stories, sequencing activities with pictures, story boards, or sentence strips to retell a story that has been read. Some centers may be permanent; others will change according to the skills, books, and activities being currently addressed. It is recommended that teachers not bring in material from other content areas unless the activity from science or math, for example, specifically focuses on a skill that is being addressed in reading instruction. Reading centers require careful planning. Reading Fluency Prorating Formula - When students are asked to read connected text for more than one minute or less than one minute, their performance must be prorated to give a fluency rate per minute. The prorating formula for this is the following: words read correctly x 60 ÷ by the number of seconds = Reading Fluency Score Reading Vocabulary - The words needed to understand what is read Receptive Language - Language that is heard Regular Words - Any word in which each letter represents its respective, most common sound (e.g., sat, fantastic). Repeated Reading - Rereading of text until the reader is able to read at a predetermined rate to produce fluency. Retelling - Recalling the content of what was read or heard Rhyming - Words that have the same ending sound. Scaffolding - Refers to the support that is given to students in order for them to arrive at the correct answer. This support may occur as immediate, specific feedback that a teacher offers during student practice. For instance, the assistance the teacher offers may include giving encouragement or cues, breaking the problem down into smaller steps, using a graphic organizer, or providing an example. Scaffolding may be

Sound to Symbol - Phonics instruction that matches phoneme to grapheme Speaking Vocabulary - The words used when speaking Speed - The speed at which they read Spelling Patterns - Refers to digraphs, vowel pairs, word families, and vowel variant spellings. Stop Sounds - A stop sound can only be said for an instant, otherwise its sound will be distorted (i.e., / b/, /c/ /d/, /g/, /h/, /j/, /k/, /p/, /q/, /t/, /x/). Words beginning with stop sounds are more difficult for students to sound out than words beginning with a continuous sound. Story Elements - Characters, problem, solutions, themes, settings, and plot. Story Grammar - The general structure of stories that includes story elements Story Maps - A strategy used to unlock the plot and important elements of a story. These elements can be represented visually through various graphic organizers showing the beginning, middle, and end of a story. Answering the questions of who, where, when, what, and how or why, and listing the main events is also part of story mapping. These elements are also referred to as story grammar Strategic Learners - Active learners. While reading these learners make predictions, organize information, and interact with the text. They think about what they are reading in terms of what they already know. They monitor their comprehension by employing strategies that facilitate their understanding. Structural Analysis: - A procedure for teaching students to read words formed with prefixes, suffixes, or other meaningful word parts. Student Friendly Explanation: - An explanation of the word's meaning rather than a definition.

1. Characterizes the word and how it is typically used.
2. Explains the meaning in everyday language. Suffix: - An affix attached to the end of a base, root, or stem that changes the meaning or grammatical function of the word, as "en" in oxen. Summarizing: - Reducing large selections of text to their bare essentials: the gist, the key ideas, the main points that are worth noting and remembering. Supplemental Instruction - is instruction that goes beyond that provided by the

comprehensive core program because the core program does not provide enough instruction or practice in a key area to meet the needs of the students in a particular classroom or school. For example, teachers in a school may observe that their comprehensive core program does not provide enough instruction in vocabulary, or in phonics, to adequately meet the needs of the majority of their students. They could then select a supplemental program in these areas to strengthen the initial instruction and practice provided to all students. Syllable - A segment of a word that contains one vowel sound. The vowel may or may not be preceded and/or followed by a consonant. Syllable Types - There are six syllable types:

1. Closed: cat, cobweb
2. Open: he, silo
3. Vowel-consonant-e (VCE): like, milestone
4. Consonant-l-e: candle, juggle (second syllable)
5. R-controlled: star, corner,
6. Vowel pairs: count, rainbow Symbol to Sound - Matching grapheme to phoneme Synonym - Words that have similar meanings Systematic Instruction - A carefully planned sequence for instruction, similar to a builder's blueprint for a house. A blueprint is carefully thought out and designed before building materials are gathered and construction begins. The plan for instruction that is systematic is carefully thought out, strategic, and designed before activities and lessons are planned. Instruction is across the five components (phonemic awareness, phonics, fluency, vocabulary, and comprehension). For systematic instruction, lessons build on previously taught information, from simple to complex. Systematic Phonics Instruction - Systematic phonics programs teach children an extensive, pre-specified set of letter-sound correspondences or phonograms. Systematic Review - A planned review of previously learned materials Targeted Supplemental/Intervention Reading Programs (TSRP/TIRP - These programs and materials provide instruction in one or more areas of reading skill. They are intended for flexible use as part of differentiated instruction or in more intensive interventions to meet student learning needs in specific areas (phonemic awareness, phonics, fluency, vocabulary, or comprehension). When they are used with almost all students in the class because the CCRP does not provide enough instruction and practice in a given area for the majority of students in the class, they are usually referred to as supplemental materials. When they are used to provide targeted, intensive interventions for smaller groups of struggling readers, they are often referred to as intervention