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IN TEACHING VOCABULARY, A TEACHER CAN USE STORY MAP SEMANTIC MAP SCATTER PLOT SPELLING TEST
What is SEMANTIC MAP
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THINKING ABOUT YOUR OWN THINKING AS YOU READ, MAY PROMPT YOU TO THINK.."I DON'T UNDERSTAND WHAT I AM READING, I NEED TO BACK UP AND REREAD THE ARTICLE'" THIS TYPE OF COMPREHENSION THINKING IS REFERRED TO AS
What is METACOGNITION
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READER'S THEATER IS MOST EFFECTIVE AS A STRATEGY TO HELP READERS DEVELOP FLUENCY WHEN: *READERS READ STRAIGHT THROUGH THE TEXT ALOUD THE FIRST TIME THEY SEE THE TEXT *READERS MEMORIZE THE TEXT SO THEY CAN PRESENT IT TO AN AUDIENCE *READERS SPEND TIME TO HELP DEVELOP SETS, PROPS AND COSTUMES TO GO WITH THE TEXT *READERS REPEATEDLY READ THE TEXT BEFORE THEY READ THE SCRIPT ALOUD FOR AN AUDIENCE
What is READERS REPEATEDLY READ THE TEXT BEFORE THEY READ THE SCRIPT ALOUD FOR AN AUDIENCE
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IF "TID" "NOP" AND "DUT" WERE REAL WORDS, THE VOWEL SOUND WOULD BE *LONG *SHORT *SCHWA *VOWEL DIPHTHONG
What is SHORT
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WHICH OF THE FOLLOWING IS NOT A GUIDELINE FOR SELECTING NEW VOCABULARY TO TEACH *SELECT TERMS THAT ARE CENTRAL TO THE UNIT OR THEME OF STUDY *SELECT LARGE QUANTITIES OF WORDS *SELECT TERMS THAT ADDRESS KEY CONCEPTS OR IDEAS *SELECT FEWER VOCABULARY TERMS, BUT TEACH THEM IN A MANNER THAT RESULTS IN DEEP UNDERSTANDING OF EACH TERM
What is SELECT LARGE QUANTITIES OF WORDS
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IN THE WORD "BRIGHT" THE ONSET OF THE WORD IS
What is BR
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THE WORD "SKELETON" HAS CONSONANT BLEND ONLY CONSONANT DIGRAPH ONLY CONSONANT BLEND AND CONSONANT DIGRAPH BEITHER CONSONANT BLEND NOR CONSONANT DIGRAPH
What is CONSONANT BLEND ONLY
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PRIOR TO BEGINNING A UNIT ON THE AMERICAN REVOLUTION, MRS. COLLINS 5TH GRADE CLASS WAS ASKED TO MAKE A CHART OUTLINING WHAT THEY ALREADY KNEW ABOUT THE AMERICAN REVOLUTION, WHAT THEY WANTED TO LEARN, AND AFTER READING THE UNIT, WHAT THEY ACTUALLY LEARNED. THIS STRATEGY IS COMMONLY KNOWN AS
What is KWL
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HOW MANY SYLLABLES ARE THERE IN THE WORD "MANIPULATE"
What is 4
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WHICH COMPREHENSION STRATEGY REQUIRES THAT YOU VERBALIZE WHAT YOU ARE THINKING ABOUT AS YOU READ *RECIPROCAL TEACHING *QUESTION AND ANSWER RELATIONSHIP *QUESTIONING THE AUTHOR *THINK ALOUD
What is THINK ALOUD
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COMPREHENSION IS DEPENDENT UPON READER FACTORS AND TEXT FACTORS. ONE READER FACTOR THAT CAN INFLUENCE A STUDENT'S COMPREHENSION IS
What is BACKGROUND KNOWLEDGE
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ONE WAY TO TEACH VOCABULARY FOR A NEW STORY IS TO USE CONCEPT MAP BLLOM'S TAXONOMY STEM AND LEAF PLOT ALL OF THE ABOVE
What is CONCEPT MAP
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IN THE WORD "CYMBALL" THE INITIAL CONSONANT SOUNDS THE SAME AS THE INITIAL CONSONANT IN WHICH OF THE FOLLOWING WORDS CHURCH COOK SUGAR SENSE
What is SENSE
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READING FLUENTLY COULD BE DESCRIBED TO STUDENTS AS ALL OF THE FOLLOWING EXCEPT: *READING SMOOTHLY BOTH SILENTLY AND ORALLY *READING THAT INCLUDES READI G IN PHRASES AND USING PUNCTUATION AS A GUIDE *READING THAT IS VERY FAST, INACCURATE, AND INCLUDES LONG PAUSES AT EACH PUNCTUATION MARK *READING THAT SOUNDS AS IF YOU ARE TALKING TO A FRIEND
What is READING THAT IS VERY FAST, INACCURATE, AND INCLUDES LONG PAUSES AT EACH PUNCTUATION MARK
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WHAT IS THE FIRST SYLLABLE OF THE WORD "STRUCTURE"
What is struc
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WHICH WORD HAS A LONG VOWEL SOUND TRAIN STAKE BOTH NEITHER
What is BOTH
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APPROPRIATE FLUENCY INSTRUCTION WILL INCLUDE ALL OF THE FOLLOWING EXCEPT: DISCUSSING HOW PUNCTUATION INFLUENCES ORAL READING INSISTING THAT CHILDREN READ AS FAST AS THEY CAN, SKIPPING WORDS THEY DON'T KNOW READING ORALLY TO THE CHILDREN FROM A VARIETY OF TEXTS HAVING STUDENTS REPEATEDLY READ TEXTS ALOUD
What is INSISTING THAT CHILDREN READ AS FAST AS THEY CAN, SKIPPING WORDS THEY DON'T KNOW
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TO SUPPORT THE READING FLUENCY OF ENGLISH LANGUAGE LEARNERS, TEACHERS SHOULD INCLUDE *THE SAME TYPES OF INSTRUCTIONAL PRACTICES AS WITH NATIVE ENGLISH SPEAKERS *EXTRA EMPHASIS ON READING RATE *EXTRA TIME READING TEXTS AT THEIR INDEPENDENT READING LEVEL *BOTH A AND C
What is BOTH A AND C
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PAGE 5: WHICH OF THE FOLLOWING STATEMENTS IS NOT AN EFFECTIVE METHOD OF PROVIDING EXPLICIT VOCABULARY INSTRUCTION *DEDICATE A PORTION OF THE REGULAR CLASSROOM LESSON TO EXPLICIT VOCABULARY INSTRUCTION *HAVE STUDENTS MEMORIZE VOCABULARY WORDS *PROVIDE STUDENTS WITH STRATEGIES TO MAKE THEM INDEPENDENT VOCABULARY LEARNERS *USE REPEATED EXPOSURE TO NEW WORDS IN MULTIPLE ORAL AND WRITTEN CONTEXTS AND ALLOW SUFFICIENT PRACTICE SESSIONS
What is HAVE STUDENTS MEMORIZE VOCABULARY WORDS
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WHICH STRATEGY IS MOST EFFECTIVE FOR HELPING STUDENTS APPLY PRIOR KNOWLEDGE TO LEARNING NEW VOCABULARY *SEMANTIC FEATURE ANALYSIS *REREADING THE BOOK MANY TIMES OVER SEVERAL DAYS *TEACHING PHONEMIC AWARENESS *TEACHING DEFINITIONS
What is SEMANTIC FEATURE ANALYSIS
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WHILE READING, PREDICTING AND READING TO CONFIRM PREDICTIONS AID A READER'S COMPREHENSION BECAUSE
What is READERS ARE ACTIVELY ENGAGED IN THE TEXT AND MOTIVATED TO KEEP READING
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FIRST GRADE TEACHER, MRS. DAWN. OFTEN READS BIG BOOKS WITH HER STUDENTS. IN ORDER TO DEVELOP PHONEMIC AWARENESS, SHE OFTEN TAKES WORDS FROM THE STORY AND ASKS THE CHILDREN TO SEGMENT THEM. SOME CHILDREN ARE UNABLE TO DO THIS. WHICH OF THE FOLLOWING WOULD NOT PROVIDE APPROPRIATE PRACTICE FOR THIS SKILLPRACTICE READING SIGHT WORDS PRACTICE WITH RHYMING WORDS PRACTICE WITH WORD FAMILIES PRACTICE WITH ELKONIN (SOUND) BOXES
What is PRACTICE READING SIGHT WORDS
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PAGE 5: WHICH WORD DOES NOT CONTAIN A CONSONANT BLEND *FRUIT *WHY *BLUE *FLOWER
What is WHY
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PAGE 5: IN WHICH OF THE FOLLOWING WORDS DOES THE SUFFIX -ED FORM A SYLLABLE *LANDED *STRESSED *PATCHED *LATCHED
What is LANDED
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IN THE WORD "TABLE" WHICH OF THE FOLLOWING SYLLABICATION GUIDELINES DETERMINE HOW WE BREAK THE WORD INTO SYLLABLES *A PREFIX IS A SYLLABLE *DIVIDE BETWEEN 2 CONSONANTS IN THE MIDDLE OF THE WORD *A CONSONANT PLUS "LE" COUNTS AS ONE SYLLABLE *EVERY SYLLABLE MUST HAVE A VOWEL
What is *EVERY SYLLABLE MUST HAVE A VOWEL
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