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Addressing Foundational Reading Needs: Strategies and Evidence, Exams of Social Sciences

United States International UniversitySocial Sciences

Common foundational reading needs among students, providing specific evidence to identify these needs and offering instructional strategies to implement. It covers phonemic awareness, phonics support, sight word automaticity, decoding multisyllabic words, fluency, and reading comprehension. The document also includes tips for teks benchmarking and assessing reading comprehension, making it a valuable resource for educators looking to support struggling readers. It offers practical guidance and actionable steps to improve students' reading skills and comprehension abilities. (410 characters)

Typology: Exams

2024/2025

Available from 08/29/2025

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STR SINGLE CONSTRUCTED RESPONSE
Student Foundational Need: *Phonemic awareness skills*
Evidence you may see? - Answer -Student does not accurately segment words by each
individual phoneme
Example - segmenting frog as f-o-g instead of f-r-o-g
Student Foundational Need: *Phonemic awareness skills*
Instructional Strategies to implement? - Answer -- Teacher modeling and scaffolded
guided practice
- Elkonin boxes
Student Foundational Need: *Phonics Support*
Evidence you may see? - Answer -Student does not associate the correct sound with
letter or letter combination
Examples - mispronouncing consonant sounds, vowel sounds (short or long), blends, or
digraphs
Student Foundational Need: *Phonics Support*
Instructional Strategies to implement? - Answer -- Word sorts
- Explicit phonics instruction (ex. - in a text, cover parts of words with targeted phonics
patterns with a sticky note and prompt students to determine what letters are covered
based on the sound(s) heard in the word)
- Chants and poems (students must be able to SEE the words for phonics practice, not
just hear the sounds)
Student Foundational Need: *Sight Word Automaticity*
Evidence you may see? - Answer -Student does not recognize high-frequency grade-
level words that do not follow standard phonics rules (of, was, the, said, etc.)
Student Foundational Need: *Sight Word Automaticity*
Instructional Strategies to implement? - Answer -- Practice with flashcards (students
can have their own personal set based on sight word assessment)
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STR SINGLE CONSTRUCTED RESPONSE

Student Foundational Need: Phonemic awareness skills Evidence you may see? - Answer - Student does not accurately segment words by each individual phoneme Example - segmenting frog as f-o-g instead of f-r-o-g Student Foundational Need: Phonemic awareness skills Instructional Strategies to implement? - Answer -- Teacher modeling and scaffolded guided practice

  • Elkonin boxes Student Foundational Need: Phonics Support Evidence you may see? - Answer - Student does not associate the correct sound with letter or letter combination Examples - mispronouncing consonant sounds, vowel sounds (short or long), blends, or digraphs Student Foundational Need: Phonics Support Instructional Strategies to implement? - Answer -- Word sorts
  • Explicit phonics instruction (ex. - in a text, cover parts of words with targeted phonics patterns with a sticky note and prompt students to determine what letters are covered based on the sound(s) heard in the word)
  • Chants and poems (students must be able to SEE the words for phonics practice, not just hear the sounds) Student Foundational Need: Sight Word Automaticity Evidence you may see? - Answer - Student does not recognize high-frequency grade- level words that do not follow standard phonics rules (of, was, the, said, etc.) Student Foundational Need: Sight Word Automaticity Instructional Strategies to implement? - Answer -- Practice with flashcards (students can have their own personal set based on sight word assessment)
  • Provide word walls
  • Practice reading in context (sight words underlined in simple sentences) Student Foundational Need: Decoding Multisyllabic Words Evidence you may see? - Answer - Student pronounces only part of a multisyllabic word correctly Examples - Student pronounces "mistake" as "missake," or "pilot" as "pillot." Student Foundational Need: Decoding Multisyllabic words Instructional Strategies to implement? - Answer -- Teach student syllabication and the 6 syllable types (open, closed, vowel digraph/diphthong, r-controlled, VCe, final - le)
  • Use foldables, cut and paste activities, and syllable sorts
  • Teach students how to recognize and annotate words according to their syllable type Student Foundational Need: Decoding multisyllabic words w/ roots & affixes Evidence you may see? - Answer - Student leaves off or mispronounces prefixes or suffixes in words Examples - Student pronouncing "biggest" as "biggs," or a student omitting a word part, saying, "bad" instead of "badly." Student Foundational Need: Decoding multisyllabic words w/ roots & affixes Instructional strategies to implement? - Answer -- Review morphology (word formation) and proper pronunciation
  • Create a word part tree with students for common terms
  • Have students create their own words (real or fake) using word parts Student Foundational Need: Fluency, specifically improve accuracy Evidence seen & Strategies to take? - Answer - Evidence: Student mispronounces words or has other miscues, such as insertions, omissions, or substitutions while reading Strategies:
  • Automatic word recognition (sight words and automaticity in decoding)

Evidence seen & Strategies to take? - Answer - Evidence: Student is unable to identify what the text is mostly about Strategies:

  • Scaffold questioning: What did you read about? What did you learn?
  • Ask the student to answer these questions after reading the text: Who? What? When? Where? Why? Student Reading Comp Need: Unable to summarize the text Evidence seen & Strategies to take? - Answer - Evidence: -- Student is unable to identify the main events of the text in order -- Student gives incomplete, vague, sometimes incorrect responses to summary questions Strategies:
  • Ask students to identify the major key events in the text Ask the student to state the beginning, middle, and end of the text in their own words
  • Work on summarizing shorter texts
  • Have students complete a sentence frame
  • Ask the 5 questions, "Who, what, when, where, and why?"
  • Teach students how to identify various text structures Student Reading Comp Need: Lacks vocabulary word knowledge Evidence seen & Strategies to take? - Answer - Evidence: Student does not understand the basic ideas in the text Strategies:
  • Use graphic organizers
  • Explicitly teach essential academic vocabulary
  • Read texts containing the vocabulary words
  • Use visuals (pictures, diagrams)
  • Use the vocabulary words repeatedly in several contexts Student Reading Comp Need: Lacks knowledge of sentence & grammatical structures Evidence seen & Strategies to take? - Answer - Evidence: -- Student has difficulty comprehending information presented in a compound or complex sentence. -- Student prefers to only speak and write in simple sentences Strategies:
  • Reteach how the structure of compound and complex sentences creates meaning (transitional phrases, author's style, contribute to mood/tone)
  • Model reading a compound or complex sentence and discuss its meaning

Student Reading Comp Need: Unable to determine the implied main idea of the text Evidence seen & Strategies to take? - Answer - Evidence: Student is unable to identify what the text is mostly about when it is hidden in the text Strategies:

  • Scaffold questioning: What did you read about? What did you learn?
  • Ask the student to answer these questions after reading the text: Who? What? When? Where? Why?
  • Ask students to consider the text structure the author is using Student Reading Comp Need: Unable to make inferences abt the text Evidence seen & Strategies to take? - Answer - Evidence: Student is unable to identify the deeper meaning within the text, including character motivation and why certain events occurred Strategies:
  • Teach self-monitoring strategies (rereading, annotating)
  • Activate background knowledge prior to reading (video/reading about the topic, KWL chart, anticipation guide)
  • Teach the formula I=TE+PK (inference = text evidence + prior knowledge) Student Reading Comp Need: Unable to relate background knowledge to the text Evidence seen & Strategies to take? - Answer - Evidence: Student is unfamiliar with the topics discussed in the text, hindering comprehension Strategies:
  • Build/Activate background knowledge on the topic (video/reading about the topic, KWL chart, anticipation guide, guided discussion) Student Reading Comp Need: Unable to make a text-to-self connection after reading Evidence seen & Strategies to take? - Answer - Evidence: Student is unable to articulate his or her own opinion based on the reading. Strategies:
  • Ask students questions to help them form an opinion (ex. Do you agree or disagree with the author's main point?)
  • Have students journal in response to the text
  • Conduct student discussions on the issues raised by the text