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Competency 2
Reading Assessment
Competency 8
Fluency: Role in Reading Development
Competency 9
Fluency: Instruction and Assessment
Competency 13
Comprehension: Instruction & Assessment-Before, While, and After Reading
Competency 15
Comprehension: Instruction & Assessment-Expository/ Informational Texts & Study skills
100
What are the three types of reading assessments used to gather, interpret, and use data about students reading knowledge?
1. Entry-level Assessments (implemented prior to instruction) determine which students possess prerequisite skill & knowledge & which students have already mastered it. 2. Monitoring of Progress Assessments (implemented during instruction) determine level of progress achieving the content standard. 3. Summative Assessments (implemented after lesson instruction) determine who has achieved the target standard.
100
What are the 3 indicators of fluent reading?
Measuring accuracy, rate, and prosody.
100
What two instructional strategies will develop fluency?
Monitored oral reading and repeated readings of text.
100
Before children read, what kind of instructional activities help students prepare for the comprehension of text?
Activate background knowledge about the topic using a KWL chart or through a Prereading Plan (PreP), teach the menaing of the key vocabulary words, preview the text & illustrations, and tell the class what they will be learning about.
100
What is considered expository text?
Text that transmits information are found in textbooks on Social Science, Math, Science, Health, History of Visual and Performing Arts, Encyclopedias, Almanacs, Thesauruses, Atlases, Dictionaries, Articles in Newspapers & Magazines, "How-to" manuals, student research reports, travel brochures, and Menus.
200
Assessing the students knowledge in reading after a couple of instructional lessons falls within which type of assessment?
Monitoring of Progress Assessment
200
When fluent readers pronounce words correctly, they are applying which skills?
Phonics skills, sight word knowledge, structural analysis skills, syllabic analysis skills, and orthographic knowledge.
200
What formats can be employed to carry out repeated readings?
Reading alone, timed reading, tape assisted reading, or paired reading with a partner.
200
While children read, what two major strategies can teachers instruct students to eventually learn on their own?
1. Classify questions and then verify the answers to learn literal, inferential, and evaluative skills. 2. Apply strategic reading skills that help students visualize, paraphrase, clarify, predict, generate questions, and summarize text.
200
What is the difference between narrative and expository text?
Narrative texts are stories whereas expository texts transmit information. Expository texts have an internal structure (text structure & features) that are not in narrative texts. You can read a section in expository text and be done whereas in narrative text, you read from beginning to end to know what happened.
300
If a Summative Assessment states that the student has 30 minutes to complete 2 different brief endings to a partially read narrative story, then what would be the accommodation for a student that has an IEP or 504 plan?
Give the (IEP or 504 plan) student an extended time (like 45 min. instead of 30 min.) to complete the written assessment OR Split the written assessment into 2 days to complete OR have the student orally tell it instead of writing it.
300
The automaticity theory requires that readers be able to decode words and understand the meaning of the text. True or False?
True
300
What is one strategy for building prosody (reading with expression)?
One strategy is to use Phrase-Cued reading which will be modeled by the teacher. This strategy works with a small group of children of whom they read a selected passage of about 200 words that has been modified with added slash marks to help the reader naturally pause between phrases and clauses.
300
After children read, what instruction tasks help children become better at comprehending text?
Discussions on summarizing and retelling the story, sharing of personal perspectives (Did you have a favorite part?), making connections personally, connecting with other texts, and with the world, and illustrating or diagramming what was read.
300
What is a text structure?
The format in which the textbook is written. Example: Cause/Effect format is found in both science & social science textbooks: one phenomena or event causes another phenomena or event. Example 2: Comparison/Contrast format: writer describes similarities/differences between 2 or more historical figures, events, or phenomenas.
400
Name 2 functions that can be done with individual student assessment results.
Assessment results can be used to 1. form a conclusion about meeting the standard, 2. plan instructional lessons, 3. reveal the level of student performance, and/or 4. compare scores with other similar assessments to note difficulty or progress.
400
What two factors can disrupt fluency?
Weak word identification skills and lack of comprehension.
400
To help struggling readers become more fluent, what 2 strategies can be used?
Provide texts that are at the students independent reading level and provide extra lessons in phonics skills, sight words, structural analysis, syllabic analysis or orthographic knowledge to develop fluency.
400
Name one strategy for each group, that teachers can do to make sure English learners, struggling readers, and Advanced learners have their needs met in comprehending text.
English learners: Explicitly teach comprehension strategies that are missing from the students primary language knowledge. Struggling readers: Build word analysis skills, fluency, vocabulary, academic language, and background knowledge. Advanced learners: Increase the pace or complexity of instruction, use more advanced texts, and increase depth and breadth of assignments.
400
What are text features?
They are the organizational (table of contents, index, glossary, guide words), typographical (italics, boldfacing, underlining, color coding), and graphic (charts, maps, diagrams, illustrations) go-to details of the informational textbook.
500
What type of assessments (described in this competency) can be used to determine a students independent, instructional, and frustration reading levels?
Word recognition lists (e.g. San Diego Quick Assessment) and Graded reading passages (good ones located on ReadWorks.org) that use the QAR system.
500
When a child spends too much time trying to figure out how to pronounce words, it is an indicator that he/she has weak____________________________________.
Word analysis skills
500
To meet the standard in Fluency in grades 2-6, the student must be proficient in what?
Each of the three areas of Fluency: accuracy, rate, and prosody.
500
Name the three areas that teachers assess students on in reading comprehension.
1. Reading levels (independent, instructional, and frustrational), comprehension skills (literal, inferential, and evaluative), and comprehension strategies (to predict, summarize, generate questions, to visualize and ability to adjust their reading rate).
500
What are some good instructional strategies for teaching content area textbook information?
1. Link before/past readings to present readings to relate/recall information (with KWL charts/skimming the text). 2. Preview assignments with graphic organizers (outlines). 3. Focus students on the essential info by using study guides that use the text structures and have key questions that follow the QAR system of comprehension. 4. Retrieve data from textbook by filling in a chart provided.