Vocabulary Project 3

A teaching approach is designed to help learners build an effective system for reading a variety of increasingly challenging texts over time.

• Wide Reading

• Whole class choral reading

• Guided Reading

Match the definitions

• Fluency

• The ability to read text accurately, quickly, and with expression.

• Reading Fluency

• A 5-day multidimensional fluency-building activity that involves prereading vocabulary and background knowledge activities, echo reading, choral reading, partner reading, and postreading summarization activities.

• Fluency-Oriented Reading Instruction

• A fluency-based passage reading teaching strategy that involves teacher modeling, discussion of passage meaning, choral reading, performances for peers and home practice.

• Fluency Development Lesson

• The ability to read text accurately, quickly, and with expression.

The teacher models expressive reading for students while explaining how tone, inflection, or stance can be used to understand the ideas the author is attempting to convey.

Where both the teacher and class read a piece of text at the same time.

• Wide Reading

• Whole Class Choral Reading

• Prosody

• Guided Reading

​ ​ (a)   Strategies for identifying words that involve looking at the letters, breaking the word into parts, and/or matching letters and letter combinations with the sounds they make; phonics strategies.

• Syntactic strategies
• Graphophonemic strategies

 Involve figuring out whether the word sounds right in the sentence, as if someone were talking.

• Semantic Strategies

• Graphophonemic Strategies

• Intonation

• Syntactic strategies

Focuses on whether or not a word makes sense in a sentence

• Semantic strategies

• Syntactic strategies

• Fluency

• Read alouds

Match the definition

• Rate of Improvement (ROI) scores

• The ability to read text orally using appropriate phrasing, intonation, and attention to punctuation.

• Median score

• A graph line drawn from a student’s current level of performance to a fixed benchmark score. The slope of the line depicts ongoing progress scores needed to meet the final benchmark score.

• Wide Reading

• Scores that allow teachers to compare a student’s rate of improvement with other students in the same grade and at the same level, thus providing another indicator of how effective instruction is for a student.

• Prosody

• Involves reading text only once, either silently or orally.

• Aimline

• The middle score. If a student reads three grade-level passages at 40 words per minute, 76 words per minute, and 50 words per minute, the median or middle score would be 50 words per minute.answer option

Any of a wide variety of technology applications designed to help students with disabilities learn, communicate, enjoy recreation, and otherwise function more independently by bypassing their disabilities.