Session 12 Rise elb20002

What is "syntactic awareness"?

• The ability to differentiate between and manipulate the sounds in words

• An understanding of how words work together to form a sentence

• An understanding that many words have multiple meanings

• The ability to identify and label parts of speech in a sentence

When do students develop the skills that support syntactic awareness?

• With oral language skills before learning to read

• With written langugae skills in early elementary

• Through explicit grammar instruction in late elementary

• Through exposure to oral and written language throughout elementary

In what grade does the transition from "learning to read" to "reading to learn" occur?

• Second

• Third

• Fourth

• Fifth

Which of the following is a constitutional cause of a reading difficulty?

• Frequent moving

• English as a second language

• Limited vocabulary

• Learning disability

It might be obvious whether or not a student is skilled in organizing assignments, time, and physical objects, but how does the executive function skill organizing relate to reading, according to Ms. Sedita?

• Organized readers can read extremely fluently and with understanding regardless of the length of a text.

• Organized readers easily recognize when they are struggling with a text and know how to adjust.

• Organized readers are able to learn different structures for different types and genres of text.

• Organized readers have no trouble changing focus from one aspect of a task to another while reading.

Which of the following does Ms. Sedita include as a characteristic of a "goal-oriented reader"?

• Switching between decoding and comprehension quickly and seamlessly

• Approaching different genres of text with different strategies

• Identifying and combining clues from text, pictures, and verbal information

• Making inferences and linking text ideas with background knowledge

What happens in reading when a person's working memory is impaired?

• Grammar and syntax rules are confused

• The definitions of recently studied vocabulary words are forgotten

• Punctuation mark meanings are confused

• The beginning of a sentence is forgotten by the time the end is read

Which of the following might a teacher do in the "I instruction" stage of the I, We, You model?

• Give students an opportunity to think aloud with peers

• Think aloud while modeling a task

• Give students an opportunity to practice alone

• Give one good example

According to Ms. Sedita, what should a teacher consider during the planning of an activity that requires a lot of reading or research?

• The underlying skills required to complete the tasks involved

• What assignments students have from other teachers

• The highest amount and level of reading students can do without becoming overwhelmed

• Which students work well together during group work and who works better alone

When should scaffolding be released for a student?

• When the student can do the task or skill with minimal teacher aid

• After a summative assessment has been given

• When the student becomes independent with the task or skill

• After a set number of practice days