All Things Comprehension
These are the BIG 5 of of reading.
phonemic awareness, phonics, fluency, vocabulary, and comprehension
This component of a lesson is crucial because it provides students with a look into how good readers read.
think aloud
Much like the Gradual Release of Responsibility, the Transactional Strategies Instructional Model begins with this important step.
think-aloud, modeling
Lexile.com is an appropriate and effective way of measuring this component of text complexity.
quantitative
Each time a students correctly read a word, this mark is placed on the Running Record.
check mark (or X)
A practice that is unconsciously enacted while reading is known as this.
comprehension skill
During this section of the Gradual Release of Responsibility, students work on their own (with limited support) to implement the comprehension strategy they were previously taught.
Independent
Students are supported by the teacher and required to engage in story grammar analysis--which involves this important skill.
relating text to personal experience, making personal connections to the text, text-to-self connections
When you consider how much familiarity students have with the activity being assigned to them and how much support they will need to complete the assignment, you are considering this component of text complexity.
reader and task (or reader to task)
When a students is silent for 3 seconds while attempting to read a word, the teacher should provide the word and make this mark on the running record.
T
When a student deliberately asks themself a question during reading they are demonstrating this reading practice.
comprehension strategy
Students should work with a peer (with some teacher support as needed) to practice using the comprehension strategy during this part of the Gradual Release of Responsibility.
Collaborative
The four specific comprehension strategies enacted in this model include: Summarizing, Questioning, Clarifying, and this.
Texts that require at least two different means of communication are considered this.
multimodal
If a students reads a word incorrectly multiple times but eventually corrects their error, the teacher should make this mark on the running record.
SC
Monitoring Comprehension, Questioning, Inferring, Visualizing, Summarizing, Activating Background Knowledge, and Determining Importance are all types of these.
Comprehension Strategies
Teachers should conduct a think-aloud and demonstrate what the comprehension strategy is, how to use it to make sense of text, and why good readers use it.
Focus Lesson
This final step of the Transactional Strategies Instructional Model differs from the Gradual Release of Responsibility.
Interpretative discussions
Live videos can be measured quantitatively by using text-to-speech an entering the transcript into this method of quantitative measurement.
Flesch-Kincaid
When a student's error makes sense in the text and is based on the phonics of the word, the teacher should make these two marks during on the running record during the analysis portion of the assessment.
M and V (meaning and visual)
It is important to leverage students ________ because we can't learn something new unless it is somehow connected to something already known.
Background Knowledge
Students and the teacher work together to practice using the comprehension strategy during this part of the Gradual Release of Responsibility.
Guided Practice
Requesting students to respond to specific text features is considering this part of the Transactional Strategies Instructional Model.
Text structure analysis
Rubrics provided by Achieve the Core can be used to measure this component of text complexity.
qualitative
When the reader attends to the grammar of the sentence during an error, the teacher should make this mark on the running record during the analysis of the assessment.
S