A possible pre teaching/preloading information to familiarize students with content and vocabulary (build on background/prior knowledge)

Analyze textual structure or scientific vocabulary

Different authors point of view

Something about language, graphemes maps (something along the line phonemes to smallest unit)

Analyze textual structure or scientific vocabulary

Build on background knowledge

To see what students remember from the previous lesson

To ease them into a bigger lesson by starting smaller

Reptiles need outside courses of heat to keep them warm

All mammals are endotherms

Snakes are often found basking on warm rocks

Reptiles are known as exotherms

Apply knowledge of suffixes to gain meaning from unfamiliar word

Learn to use standard textural guides such as table of contents

Apply skimming and scanning strategies to... information necessary to define it

Said something about using the context of the sentence to help define it

Answer mentions something about referring back to the text

Students read aloud

Students read silently

Words can have different meanings

Sentence structure in the English language

Figurative language

Structure of English language

Introducing new vocabulary in a context that clarifies the meaning of the words

Promoting the students to relate stories to their personal experiences

Using repetition to reinforce the students understanding of key concepts

Encouraging the students to respond to another's idea and details from text

Testing prediction he/she had made about the text

Using knowledge of text structure to enhance understanding

Drawing on prior knowledge to clarify meaning

Referring to the text to clarify meaning

Encouraging students to provide evidence from the text to support their interpretations

Prompting students to analyze the use of figurative language in the text

Prompting students to make personal connections to events described in the text

Encouraging students to recognize how... establishes the mood

Students gain a deeper understanding of the passage and have an opportunity to clarify by discussing it with peers

Collaborative conversations

Teaching students how to develop academic language

Teaching students independent strategies for vocabulary knowledge

The teacher can cover more material in a shorter period of time

The students can gain a deeper understanding of the passage and have the opportunity for more clarity by discussing it with their peers

The teacher can evaluate each student's reading ability during text-based

Cooperative learning can be a powerful instructional strategy

The teacher understands that helping her students connect real life experiences to those of character will deepen their understanding of the above and she can analyze their responses to plan future appropriate instruction

Being able to relate to the text, activate prior knowledge if applied

Text-to-self prompts students to discover if they have had similar experiences to something in the story

All of the above

Strengthen their ability to comprehend and write complex sentences

Apply literal comprehension skills to identify and write main idea statements

Improve their inferential comprehension skills

Use self-monitoring techniques to clarify the meaning of text

Prompt the student to recall similar tasks the student has previously performed

Prepare a checklist of the key elements that an effective retelling of this story should include

Review grades earned by the student on recent tests and quizzes in language

Remind the student to concentrate on recalling as many details as possible during the retelling

Caution students about literacy interpretations that are unrelated to the text and to reliant on personal experience

Give students a prereading summary of the plot and theme of the assigned library text to help guide student responses

Provide students with biographical information about the author of an assigned literary text to help students interpret the text

Plan instructional activities in which students support their itinerary responses with examples drawn from the text

Meeting with the group to describe appropriate listening and speaking skills to use in academic discussions such as discussions about literature

Having the students take turns reading a loud favorite passages from the text and commenting on the passages

Providing the students with explicit instruction in an activity such as questioning the author to help structure their discussion

Giving members of the group a question about their personal experience to reflect on before the group meets to discuss

Recite the students poem to him with the initial letter omitted

Student mimics the poems that are read than challenged to rhyme the last four lines of those poems

Write the poem on a chart paper and read it aloud to the class with the other poetry that the class is studying

Ask the student to recite his poem many times in front of the class and memorize it

Taking detailed notes as they are reading

Work in small groups and quiz each other on key terms

Work in small groups and read aloud then and then silently

Have the students look for Subheadings and headings and create questions to answer while reading

Have them write questions to later answer during reading

How to identify the main ideas and details and text if the text appears in an assessment

The important structural differences between narrative literary and expository/information text

How to make educated guesses on an assessment if they do not know the answer to a specific question

Important academic terms such as justify and evaluate that commonly appear in assessment questions

Morphemes carry meaning

Word families provide clues to spelling

Graphemes map to spoken language

Phonemes are the smallest unit of sound

Something about subconsciously using inferential grammar in reading this one almost worded differently, but the nonsense words gave an impression of applying the right tense to the sentence given

To recognize story structure (basicallythe activity was seeing if the student can put the correct form of the tense in the blank

Teaching the student to use double entry format for notes, entering the key terms and concepts from a section of text in one column, and a brief summary of the section in the other column

Encouraging the student to use a highlighter to mark useful information in the text before taking notes

Modeling for the student how to take notes in outline form using s system of Roman numerals, letters, and numbers to distinguish of information

Suggesting that the student attach blank self stick notes to pages in a text that contain information that she would like to...

Enhance students ability to use contextual analysis to determine the meaning of new words

Develop and extend students understanding that words can have multiple meanings

Promote students ability to recognize morphological relationships among words

Enrich and reinforce students understanding of words and their meanings

Predicting stimulates students' interest in books, encourages thinking and creates opportunities to share background knowledge. encourages thinking and creates opportunities to increase background knowledge. - Illustrations help with predictions

An answer option related to helping students recall for comprehension

Giving students practice in manipulating sentence structures to vary writing style

Teaching students how to clarify the meaning of a written sentence by changing the word order

Helping students understand the function of different parts of speech in written sentences

Familiarizing students with grammatical structures

Students do a worksheet and match subjects/content to appropriate sources that you would need

The teacher gives each student a set of factual comprehension questions. The students needs to answer using multiple sources. The teacher should provide questions that need to be answered using multiple sources

Teacher observations/Anecdotal Records

Students write an essay using each of the sources for information (not exact wording but it definitely had to do with writing an essay)

Enhancing the students use of evaluative comprehension skills to analyze the author's purpose

Motivating the student to monitor his own comprehension and clarify the meaning of the text as he reads

Improving the students ability to apply his vocabulary knowledge in new contexts

Helping the student recognize and analyze language structures and conventions as he reads

Clarifying the main ideas contained in the chapter

Prompting students to generalize from what they read

Establishing a definite purpose reading the chapter

Increasing students' awareness of text structure as they read

Providing the classes with several copies of a comprehensive reference book of English idioms with literal definitions when reading the text

Explaining that figurative meaning of the target idioms to the classes and them having pairs of students create drawings illustrations on literal and figurative meaening

Having students work with a partner to write a brief essay reflecting on other English idioms they have encountered

Having students diagram the sentences from the text that contain the idioms, so they can determine the grammatical... different words composing each idiom

Students read an excerpt from an autobiography that includes flashback and then work with a partner to diagram the chronology narrative

Students identify and paraphrase an author's key points about political and economic factors that led to the Civil War

Students read an account of a historical event and then meet in small groups to discuss the event

Students use reference materials to verify the evidence presented by two authors who wrote apposing articles about a controversial issue

Search quickly through the text to locate relevant information for a research project

Take detailed notes on a text while reading it for the second time

Analyze the strength of a writer's arguments and assumptions in a text

Focus on key vocabulary words during in-depth reading

Understands words have different unrelated meanings

The student understands that words have different meanings - Same word but different literal meanings

Understands words have different shades of meaning in a single word

The targeted reading skills related to an appropriate instructional progression and reflects students' needs

Should include activities that are fun

Having students pair up and discuss predictions based on the title and illustrations

Have students look up story vocabulary

Give students a worksheet with key questions to look for in the story

Have students read aloud the most enjoyable parts of the story

Supporting students ability to apply word learning strategies to unfamiliar words encountered during independent...

Motivating students to engage in independent reading that stimulates their interest in and enthusiasm for words

Ensuring that students will be exposed to appropriately challenging words during independent reading

Providing students with a strategy for selecting books with appropriate vocabulary for independent reading

Build on their background knowledge, "research" is in answer, "background knowledge" is not

Students being introduced to the challenges and discussing obstacles female pilots face. (Prior knowledge) or build on their knowledge

Make the students create or write an ending to the story

Research basic facts about pilots and predict challenges for the character. (The answer was worded a little differently, it had flying in it not pilot). Basic facts about flying and predict obstacles the character might face. Researching facts related to flying planes, as this provides background knowledge.

Have the students do research about pilots and making predictions about the challenges of becoming pilot

Parody

Figurative language

Irony

Literary allusion

Have the students write an essay that assess a topic and students write an essay for the teacher to see their oral and conversation skills

Place students in a group to discuss

Something along the lines of having students on the carpet or large group and ask them questions about a story and orally respond

Teacher lead a discussion and test for conventional understanding

Make connections (not on there) (not an option)

Word has meaning (longer wording of this but has key words "word has meaning"

Grapheme maps

Something about lang...

Phonemes to smallest unit (along those lines)

Students being exposed to similar language to familiarize

Activating students' knowledge of text structures that are commonly said in scientific articles

Promoting students to analyze the author's purpose and point of view in the article

Motivating students to use word identification strategies to decode technical vocabulary in the article

Developing students' vocabulary and background knowledge related to the content of the article

Students read a passage from a text that includes complex sentences and respond to comprehension questions

The teacher asks students to write a paragraph on a subject of their choice and evaluate their use of language

Students complete a teacher made worksheet that requires them to match various grammatical terms with the...

The teacher leads a class discussion about English language conventions and informally assess students

Recognize common text structures

Learn key content vocabulary

Draw on prior content knowledge

Use word morphology to determine meaning

Provide various text at their reading levels

Answer had illustrations

Sentence structure

Students can come to a consensus on the author's point

Identify conflict/resolution

Basic elements of the plot that support conflict, crisis, and resolution

Review setting, plot, and story elements

To engage in authentic academic discussions

Allows students to demonstrate their understanding the the words often have multiple meanings

Tests students ability to decode unfamiliar vocabulary words by using context clues

Allows students to demonstrate their conceptual understanding of the vocabulary words

Test students ability to use structural analysis as a word identification strategy

The routine/structure of the classroom

Flexible seating or movement in the classroom

Minimize the group size to monitor EL students

Having them more exposed to academic language as they are talking to their group. It exposes the Els to more oral academic language something along the lines of manipulating routines

Promoting students genuine interest in and enthusiasm for vocabulary study

Teaching students independent strategies for building word knowledge

Promoting integration of word knowledge through repeating and purposeful exposure

Encouraging students wide reading of narrative and informational texts to promote word knowledge

Explicit instructions in expressive oral language skills

Frequent opportunities for students to be exposed to unusual words in the classroom environment

Explicit instruction in generalizable word learning strategies

Frequent opportunities for students to reread texts written at their independent reading levels

Answer about morphology (the answer had morphology but said it more like "determine word meaning with morphology" or something like that)

Answer about grapheme

Answer about phoneme

Includes the study of multiple many words in the Upper Elementary and Middle grades

Promotes development of morphological strategies as an essential component of the curriculum

Teaches students new vocabulary only in the content of reading authentic passages

Provide systematic and sequential treatment of targeted grade level words

Advise the student to read the chapter more slowly and to look up unfamiliar terms in their glossary

Talk with the student to determine the extent of her background knowledge about the topic

Provide the student with a list of questions to answer as she reads the chapter

Encourage the student to create an outline of the chapter as she reads it

Which strategies to determine the meaning of words to model for students

Whether a particular word contains a Greek or Latin root

Whether particular student is meeting grade level expectations and vocabulary knowledge

Which vocabulary words from a reading passage to teach

Write responses on board and erase and see what they remember

Write responses on board and ask students to write sentences

Put the responses into categories (have students put ideas into categories) (It was written in a longer way) Students suggest ways to organize responses into logical categories (write the responses and sort them into categories/topics)

Student skims the passage to see what stands out

The teacher erases the board, and students see how many of the word and phrases they can remember

Students suggest ways to reorganize the words and phrases on the board by grouping the information into logical categories

The teacher asks students to convert the words and phrases on the board into complete sentences

Students copy what the teacher has written on the board, and then reread the list before reading the text

Understands complex phonics patterns

Has assimilated the word sweet into her sight vocabulary

Knows how to apply syllabic analysis to decode words

Is able to recognize a common English grammatical convention

Students read the chapter slowly and carefully, taking detailed notes as they read

Working in small groups, students quiz one another on the definitions of keywords in the chapter after reading it

Students locate the chapters headings and subheadings before reading and convert each heading into a question to be answered

Working in small groups, students take turns reading the chapter allowed before they read it silently

Provide evidence from a literary text

Describe and analyze story elements

Comprehend and make connections from a literary text

Identify recurring themes

Have students research resources cut out (e.g. magazine, newspaper) graphs and display on the walls as reference

Lead a classroom discussion

Help students create graphs using their favorite things like candy, food, pets, hobbies and so on. (Graph using things they are interested in)

Pair students to work in groups to create graphs on their own

Students are asked to free write about their reactions to and feelings about a text immediately after they read it

The teacher poses one or more open-ended questions about a text and students must include evidence from the text in their answer

Students are prompted to relate in their journals a personal experience that came to mind as they were reading a given text

The teacher provides a short list of factual questions about events and characters in the text and students respond in their journals

Facilitating their comprehension by activating and developing background knowledge

Improving their ability to decode unfamiliar English words

Reinforcing their understanding of English sentence structure

Enhancing their phonemic awareness skills

Address different levels of comprehension (example: literal/inferential)

Encourage the student to recall as many specific details from the text as possible

Are sequential with respect to the events in the text

Focus on the students' personal connections with the text

Students discuss with a partner their predictions about the story based on its title and illustrations

Students look up definitions of story vocabulary prior to reading

The teacher distributes worksheets listing questions for students to consider when reading

Students are encourage to read aloud to the class parts of the story they coupon most enjoyable

Incorporate Literary Elements

Make connections

Have the students write a short paragraph

Informally assess students in an informal conversation was another option

Exposure to explicit classroom vocabulary instruction

Content area specific vocabulary instruction

Everyday knowledge from developed cognition

Explicit with oral language

Enhancing students' ability to analyze how punctuation affects the meaning of a text

Helping students recognize the difference between nouns and verbs

Enhancing students' ability to use semantic and syntactic clues to identify unfamiliar words

Helping students recognize and interpret sentences containing dependent clauses or phrases

Students assemble various resource materials from the school library and give an oral presentation about the types of information in each

The teacher provides students with a list of resource materials, and the students write a brief essay about the best way to use each resource

Students complete a worksheet that requires them to match a set of research topics with appropriate resource materials

The teacher assigns each student a set of factual questions, and the students must use a variety of resources to find the answers

Avoid interfering with the student's selection of books as long as he finds his choices enjoyable

Provide the student with books with similar themes or on similar topics that are more challenging for him

Point out to the student some of the major limitations of the books he is choosing to read and ask him not to read those books at school

Advise the student that he should choose books that will prepare him for the more difficult reading he will encounter in fourth grade

The student will always be behind average-performing peers but will achieve an adequate reading level to be academically successful

The student will naturally begin to show more interest and proficiency in reading as the student matures and will catch up with average-performing peers in third grade

The student will remain approximately at a second-grade reading level and will not be able to progress beyond this level

The student will begin to fall behind peers in reading development and will continue to fall further behind in later grades as texts include increasingly difficult vocabulary

removing comma and adding punctuation can change the meaning of a sentence

Answer included something about nouns

Something about restrictive or independent clauses

Importance of grammar

Determine an author's purpose

Recall factual details

Use contextual cues/information

Analyze word structure

Quiz them on all words

Alphabetize them

Rewrite them altogether

Put them into like categories

Is the context vocabulary incorporated into daily instruction/across area related / Is instruction in reading skills clearly differentiated from reading-related instruction in other academic subjects

Using the same reading skills in other subjects/content area something like that / Could planned reading tests assess students' learning in other academic content areas as well as improvement in reading skills

Graphic organizers for visual representation / Does this plan take advantage of opportunities to reinforce students' reading skills through content-area instruction

Would it be useful to maintain predictable daily routines by consistent scheduling of reading and content-area instruction

Increases vocabulary knowledge by helping students extend their understanding of unfamiliar words

Facilitates reading comprehension by setting a purpose for reading and motivating students to focus on the text

Improves decoding skills by strengthening students' short term recall

Promotes written language development by motivating

Something about morphemes

Encourages students love for words

Recognize words with interesting spelling and meaning - I chose C the answer will have irregular or interesting in it

I can't remember but it did not make sense to the question (something about reading and understanding complex words)

Encouraging students to clarify their understanding of expository text by drawing on prior knowledge and personal experience

Enhancing students evaluative comprehensions by raising their awareness that text reflect authors' experiences and point of view

Promoting students' inferential comprehension by sensitizing them to cause and effect relationships are not explicit...

Helping students apply effective previewing techniques to improve fluency and concentration when reading expository text

Modifying classroom routines to motivate the students to improve their academic language performance

Challenging the students to monitor their own progress in achieving targeted English language goals

Limiting group size to minimize distractions and help the students concentrate on their language development

Involving the students in a range of situations that maximize their exposure to and use of academic language

Define various grammatical categories in their own words

Select appropriate words based on their grammatical function as well as on their meaning

Group words into grammatical categories to clarify their meaning

Draw on grammatical knowledge to identify the subjects and predicates of complex sentences

Arranging sentences in meaningful order helps English Learners develop skills for locating and retrieving related information from content-area texts

Combining sentences into paragraphs encourages English Learners to employ a variety of word identification strategies

Discussing and writing about a content-area topic support English Learners' reading related to the topic by reinforcing key concepts and academic-language development

Analyzing and editing individual sentences improve English Learners' reading fluency by helping them chunk text they read

Encouraging them to use context clues to decode unfamiliar words in a text

Reinforcing their phonemic-awareness skills

Promoting their comprehension at the word and sentence levels as well as at the text level

Enhancing their auditory discrimination skills

Having students in small groups read narrative poems from both ancient and modern cultures and compare and contrast their treatment of characters and setting

Including a variety of texts on multicultural topics in the classroom library and encouraging students to select from among these texts for their independent reading

Providing students wit prereading study guides that give detailed information about the historical period on which each assigned reading takes place

Having students locate resources in the school library related to multicultural topic of their choice, conduct independent research on the topic, and then write an essay on what they have learned

The language of the passage is more complex/sophisticated than the language used during discussions

The content of the topic was not taught consistently (Not word for word)

The students are auditory and tactile learners

The students had a superficial understanding of the topic and content

Something about expanding the content area vocab

Expanding the content are vocabulary

Something like: Taking written content area vocab and transferring into oral vocab

Deepen their understanding and use of content-area vocabulary in context

Practice and apply various vocabulary-learning strategies using content-area texts

Self-monitor their listening comprehension of spoken content-area vocabulary

Transfer content-area words from their written vocabularies to their oral vocabularies

Academic language

Language acquisition

Know what vocabulary words to teach the students from a passage (Verbatim)

Helps teacher meet the different language needs of students

Key Words

Main Idea

Math Texts

Conceptual understanding of mathematical knowledge/vocabulary

Only highlight half of the sentences in each paragraph

Read a part of a text, then go back and highlight the main idea

Read the entire text, then go back and highlight the main idea

Only highlight one sentence per paragraph

Answer that has to do with students monitoring their own comprehension

Answer related to activating prior knowledge

Allow students to self monitor comprehension

Allows students to access prior knowledge

Make connections

Give students stories with settings vividly (this term was used often)

Have students write a setting they have been in with descriptive words

Give students stories with vivid settings and read it on their own

Not sure of the answer!!!!!!!!!

Information in the texts using different grammar and language than conversational discourses

Similar to option A but related to conventions

Do not know the answer!!!!!!!

Develops vocabulary knowledge that supports the student's capacity to comprehend content

Reinforce cognitive strategies that support analysis of academic text

Promotes on-task behaviors that help the student stay focused when engaged in academic tasks

Fosters interest in and motivation for reading assigned academic texts

The teacher gives students a collection of literary excerpts with vividly described settings for students to study independently

The teacher gives students a writing assignment in which they must write a short story that includes a vividly described setting

Students read literary excerpts with vividly described settings and independently rank the description from their most to least favorite

Students read short stories that have vividly described settings and discuss the imagery used in selected descriptive passages