Assessment
Phonics
Instruction
Potpourri
Case Studies
100
On the QRI, this is the first segment of the test that you give.
What is Word Recognition?
100
/sh/, /ch/, /kn/, and /ph/ are examples of this.
What are consonant digraphs?
100
Name one way to help students build fluency.
What is regular use of repeated readings; followed by graphing results on a regular basis?
100
This refers to a packaged program with a script.
What is Direct Instruction?
100
A student scores at independent level for word identification at grades three and 4, but at frustration for comprehension. The student reads slowly, hesitantly, and phonetically (uses phonetic cues to sound out unknown words). This would be an important strategy to focus on for this student.
What is automaticity? What is fluency? (either is acceptable)
200
How do you determine where to begin the reading passages for struggling readers?
What is one level below the student's highest Independent level on the Word Recognition lists?
200
/gr/, /st/, and /bl/ are examples of this.
What are consonant blends?
200
This is what you should ALWAYS do when introducing a reading to students.
(answers may vary) What is Set a Purpose for Reading? Build anticipation/interest? Activate prior knowledge?
200
This refers to directly modeling a concept or skill and providing numerous examples and explanations of the concept or skill.
What is explicit instuction?
200
This is one hypothesis for a student who scores higher on word identification skills in content than in isolation.
What is 1) the student is an active reader, able to supply unknown words based on context clues or prior knowledge? or 2) the student lacks automaticity in word identification or 3) the student may feel less threatened by a list than a passage.
300
On the QRI, miscues are counted quantitatively and qualitatively. The terms for these total counts are _________ _________ and __________ __________. Why are they important?
What are Total Accuracy and Total Acceptability? The first focuses on decoding while the second focuses on how the student makes sense of the text.
300
/ou/ in out and /oy/ in boy are examples of this.
What are diphthongs?
300
If you teach a student to break up longer words by segments they already recognize, you are doing this.
What is teaching chunking?
300
Beginning with consonant sounds, list what phonics skills you would teach, in sequential order. List 7.
What is (order may vary; answers may vary slightly): 1) consonant sounds; 2) vowel sounds - short and long; 3) consonant blends (beginning of words); 4) consonant blends (end of words); 4) vowel teams (digraphs, e.g., /ai/ and diphthongs, e.g., /oi/); 5. common syllables; 6) rime patterns; 7) prefixes, suffixes, root words.
300
A student's error analysis patterns indicate that he uses graphemes at the beginning of words to attempt to sound them out. But beyond that, he often guesses at the word. This is the instruction that you would provide.
What are common rimes that typically come at the end of words; suffixes; chunking?
400
This is the purpose of error analysis.
What is to determine error patterns in decoding; to determine what to focus on for instruction?
400
Give words that contain the long vowel and then the short vowel of the 5 vowels. For instance, rain contains a long a.
What are words that contain long a, e, i, o and u; and words that contain short a, e, i, o and u for a total of 10 words.
400
This activity models fluency, builds vocabulary, helps students to internalize the structure of language, provides an opportunity to experience literature struggling students may otherwise not be able to access; provides an opportunity to model comprehension strategies; introduces a variety of genres; and provides examples of characters who face and solve dilemma. It is best done in short burts everyday.
What is Read Aloud?
400
This is how we teach self-monitoring of comprehension to students.
What is utilize strategies?! Especially DURING READING - so they are aware that they should be actively predicting, confirming predictions, questioning, clarifying, visualizing, making connections, and so on - these all lead to monitoring of comprehension during reading.
400
Analyze the data collected on Jonas. Determine: 1. Instructional/Independent/Frustration levels for grades 5 and 6 - Word Lists 2. Score on the Expository passage - grade 5 for a) Word Recognition and b) Comprehension 3. Recommendations for Jonas, based on these data.
What is (accept reasonable responses)
500
A 9th grade student scores at the Independent level in terms of Word Recognition at grades 3 and 4; Instructional level is grade 5. For reading comprehension, the student scores at the Instructional level for grade 2 and Frustration at grade 2. What would you hypothesize, initially, about this student?
What is (accept reasonable responses).
500
The difference between phonics and phonemic awareness. Give one example of a skill you would teach for each area.
What is phonics refers to the relationship between sounds and letters (phonemes and graphemes), whereas phonemic awareness focuses on sounds (phonemes), usually as these are applied to parts of words. Skill (answers may vary): Phonics: reading the words - name, game, flame, blame. Phonemic awareness: telling which of the following words - when spoken - do not follow the pattern: name, game, high, blame.
500
List 3 reasons why using Think Aloud and talk during reading with students is critical for those who struggle with comprehension.
What are (answers may vary): 1) to make the active process of reading visible; 2) to show dependent readers the variety of things readers do when they read (predict, clarify, question, visualize, monitor their understanding, connect to the text); 3) to show students that going back and re-reading a text to figure something out is part of reading; 4) to explicitly show "clues" in reading and how to use these (signal words - e.g., after, prior to, subsequently, likewise, similarly, although, however, etc.)
500
Write a word study lesson plan focused on a phonetic skill.
What is (answers will vary)
500
During the QRI administration, Thomas, a 9th grader, scored as follows: independent on middle and high school word lists. He read the middle school narrative passage silently, and scored at an instructional level for comprehension. He commented extensively on the text, and clearly enjoyed it. The examiner then modeled think-aloud, and Thomas frequently commented "I thought that, too." When he read an expository passage at middle-school level and was asked to think aloud, he didn't look up and gave paraphrases of the material. This is what you would suspect about Thomas's approach to expository material.
What is Thomas is neither interacting nor self-monitoring during the reading of expository text? He would benefit from Say Something, which would force him to pause and think about the text he is reading; and from explicit instruction in the structure of texts and how to read them (bold words, read the questions first, using look-backs)
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