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WorksheetsRDG Semester Review
Total questions: 61
Worksheet time: 1hrs 1mins
The ability to manipulate the sounds in words orally
Shared Writing
Pragmatics
Phonemic Awareness
Phonics
The teacher reads a book aloud, often a big book, as a group of children follow along in the text
Shared Reading
Shared Writing
Interactive Read Aloud
Round Robin Reading
The distance between a child's actual developmental level and his or her potential level that can be reached with teacher scaffolding
Writing Process
Zone of Proximal Development
Morpheme
Guided Reading
An approach to measuring children's learning that's process-oriented, ongoing, and positive; in contrast to evaluation, which is product-oriented and judgmental; goal is to document children's growth, provide feedback, modify instruction when needed, and plan for future instruction
Comprehension
Phoneme
Assessment
Review
Reading textbooks that are leveled according to grade
Literature Focus Books
Big Books
Guided Reading
Basal Readers
Children's awareness of their own thought and learning process
Pragmatics
Schema
Metacognition
Assimilation
A written representation of a sound using one or more letters
Morphemes
Phonemes
Graphemes
Phonics
The smallest meaningful part of a word; sometimes it's a word (e.g., cup, hope), and sometimes it's not a whole word (e.g., -ly, bi-)
Morpheme
Grapheme
Bopheme
Phoneme
A sound; it's represented in print with slashes (e.g., /s/ and /th/)
Morpheme
Grapheme
Phoneme
Bopheme
A cognitive structure or mental file
Instruction
Megacognition
Schema
Comprehension
Children's belief in their capability to succeed and reach their goals; children who have his are more likely to be higher achieving readers and writers
Self-efficacy
Assimilation
Accommadation
Schema
A careful analytical reading and rereading of a text in order to determine what the text says and how it says it.
Cloze Reading
Comprehension Reading
Close Reading
Imaging
The process of using text features and illustrations to get an overview of a text or to predict its content
Ellaboration
Propositions
Previewing
Regulating
A form of cooperative learning in which students learn to use four key reading strategies in order to achieve improved comprehension
Close Reading
Strategy
Schema based teaching
Reciprocal teaching
A deliberate, planned procedure designed to achieve a certain goal
Regulating
Skill
Strategy
Textbase
Instruction that models something for students and/or sets the purpose of a lesson happens during
Focused instruction
Guided instruction
Collaborative learning
Independent learning
The time for students to collaborate, apply new learning, and review is
Focused instruction
Guided instruction
Cooperative learning
Independent learning
The ideal time to differentiate is during
Focused instruction
Guided instruction
Collaborative learning
Independent learning
What is critical to have when releasing responsibility to students?
Formative assessment data
High quality instructional materials
Effective lesson plans
All of the above
What is criterion-referenced assessment?
A relationship, correspondence or connection between any two things.
The extent to which scores, tests, programs or assessments are accurate, dependable, stable, consistent and free from error over a period of time.
The difference between the highest score and the lowest score plus 1.
An assessment which measures progress toward mastery of a given set of objectives, outcomes or skills.
What is a diagnostic test?
A combination of natural and acquired talents, interests and/or abilities that a student may innately possess.
The degree to which a given test measures what it says it is measuring.
Agreed-upon values used to measure levels of attainment that students should work toward in content, process, performance or lifelong learning.
Test which assesses specific skills to determine specific individual strengths and weaknesses, usually in reading and/or math.
The three possible causes of poor comprehension are
lack of background knowledge
inadequate level of vocabulary
failure to know the meaning of non technical academic langauge
inadequate understanding of vocabulary development
Over a period of time the gap between high achieving and low achieving readers widens. If children do not gain understanding of the meanings of thousands of words in K-2, the they will find reading a frustrating task. They will read less and as a result fall further behind. This is called the
Achievement Gap
Matthew Effect
Vocabulary Deficiency
Words that appear across curriculum are
tier one words
tier two words
tier three words
What two strategies are ineffective when teaching vocabulary instruction?
contextual redefinition
telling the student what the word means
looking up the word in the dictionary
semantic maps
semantic feature analysis
A child can understand thousands of words spoken to them, but reads very few (if any) by the end of this stage of reading development:
Novice Reader
Decoding Reader
Emergent Pre-reader
Fluent, Comprehending Reader
the rhythm, stress, and intonation of speech
morphemes
prosody
semantics
phonemes
Before reading a story to the students, Mr. Drake tells the students their purpose for reading the story and what they are expected to learn. What is his reason for doing this?
Her purpose in making these selections is most probably to ensure that materials
A first-grade teacher provides students with explicit, systematic phonics instruction to promote their reading development. When designing activities to teacher letter-sound correspondences, the teacher should:
Provide reading opportunities for students to practice sounds in context after studying the sounds in isolation
Make certain that students have mastered vowel sounds before focusing on consonants
Ensure that students master the spelling of practice words using the target sound before teaching a new sound
include instruction in related consonant blends when introducing individual consonants.
Early in the school year, a first-grade teacher wants to conduct an assessment of students' ability to read grade-appropriate words, including phonetically regular words and high-frequency words. Which of the following informal assessments would be most appropriate and effective for this purpose?
The teacher pairs each student with a partner for shared oral reading of simple texts and makes anecdotal notes on their performance.
The teacher meets individually with students and asks each student to write a list of words the student knows how to read.
The teacher allows each student to select a grade-appropriate text from the classroom library and asks each student to try reading the text aloud.
The teacher prepares a list of grade-appropriate words, asks each student to try reading the words aloud, and records the results.
A second-grade teacher would like to include independent silent reading as one of several approaches used to promote students' fluency development. When planning differentiated fluency instruction for individual students in the class, the teacher should keep in mind that using independent silent reading to promote fluency:
is most critical for students whose sight-word knowledge is below grade level
should be limited to narrative texts in the early elementary grades
is most effective when students select texts at or above their instructional reading level
should be limited to students who have already acquired automaticity
Formative assessment allows students to see their progress and acts as a “checkpoint” of learning.
True
False
Which of the following does not help an ELL student learn English?
Using pictures, props and gestures
Assigning group activities
Using idiom and slang
Asking thought-provoking questions
To become a fluent reader, a student must:
define function words clearly
spell high frequency words correctly
articulate multi-syllabic words
automatically recognize most words
Every syllable must have at least one:
consonant
vowel
affix
digraph
Word walls are appropriate:
only in kindergarten to grade 3
only for students above a 1st grade reading level
at any grade level
when students have visual disabilities
Reading fluency involves the three components known as:
speed, reading accuracy, and comprehension
speed, automaticity, and prosody
automaticity, stamina, and comprehension
articulation, prosody, and automaticity
Of the following, the best way to help students who are English Learners become more fluent readers and writers is to:
immerse them in oral language activities
provide activities that will build fine motor skills for handwriting
provide short sentences for copying activities
translate all instructional materials
Which question bellow would help fourth-grade students to use metacognition when completing reading comprehension questions on a standardized practice test?
Did you read the question and directions?
Which learning strategies have you used for this question?
Is this passage fiction or nonfiction?
Who is the narrator in this passage?
Which of the following classroom strategies would best show sensitivities for ELL language challenges?
dividing students into homogenous language skills groups
bulletin boards with displays of first draft student work
bulletin boards with pictures of students
word wall with pictures of vocabulary words
A fifth-grade teacher's science class includes several English language learners who have varying levels of English language proficiency. As the teacher considers ways to adapt instruction to meet these students' learning needs, what approach would be most important?
Focus primarily on teacher presentations and guided practice to help students learn.
Group these students together so that the teacher can work with them efficiently.
Present simplified, less-demanding versions of the content in the original lessons.
Address the same instructional goals and objectives as those in the original lessons.
Principles for supporting comprehension with English language learners include which of the following statements?
provide a safe environment for language use
use text with visual images
require conventional grammar for speaking
explain and demonstrate
select text carefully to support readers
Interactive read aloud sessions for English language learners should include:
passive listening
think-pair-share
turn and talk
extended discussion
