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STR (CRQ terms, strategies) Questions
and Answers Already Passed
Foundational readings skills ✔✔Phonemic awareness skills, phonics skills, recognition of high frequency words, syllabication skills, morphemes analysis skills, automaticity, reading fluency (accuracy, rate and prosody)
Reading comprehension ✔✔Vocabulary knowledge, knowledge of sentence and grammatical structures, application of literal, inferential, or evaluative comprehension skills, use of comprehension strategies, application of text analysis skills to a literary or informational text
FRS: phonemic awareness skills evidence ✔✔-student does not accurately segment words by each individual phoneme
- example: segmenting frog as f-o-g instead of f-r-o-g
FRS: phonemic awareness skills strategies ✔✔-teacher modeling and scaffolded guided practice
FRS: Phonics support evidence ✔✔-student does not associate the correct sound with letters or letter combination
- examples: mispronouncing consonant sounds, vowel sounds (short or long), blends, or digraphs
FRS: Phonics support strategies ✔✔-word sorts
- explicit phonics instruction
- chants and read aloud (students must be able to see the words for phonics practice, not just hear the sounds)
FRS: Sight word automaticity evidence ✔✔Student does not recognize high-frequency grade-level words that do not follow standard phonics rules (of, was, the, said, etc)
FRS: Sight word automaticity strategies ✔✔-practice with flash cards (students can have their own personal set based on sight word assessment)
- provide word walls
- practice reading in context (sight words underlined in simple sentences)
FRS: Decoding multisyllabic words evidence ✔✔-student pronounces only part of a multi syllabic word correctly
- examples: student pronounces "mistake" as "missake" , or vocalizes the first "r" sound in "surprise"
FRS: Decoding multisyllabic words strategies ✔✔-teach student syllabication and the 6 syllable types (open, closed, vowel digraph/dipthong, r-controlled, VCe, final - le)
- use foldable, cut and past activites, and syllable sorts
- teach students how to recognized and annotate words according to their syllable type
FRS: improve prosody evidence ✔✔Student does not read with appropriate expression or inflection, does not adhere to punctuation
FRS: improve prosody strategies ✔✔-paired, echo, or choral reading -rereading familiar text -reader's theatre
RC literal: Missing literal comprehension questions evidence ✔✔Student is unable to answer basic recall questions after reading
RC literal: Missing literal comprehension questions strategies ✔✔-reread the text -ask literal, basic questions while reading -read slower -annotate the text -activate prior knowledge -self questioning -self monitor comprehension
RC literal: Unable to determine the stated main idea of the text evidence ✔✔Student is unable to identify what the text is mostly about
RC literal: Unable to determine the stated main idea of the text strategies ✔✔-scaffold questioning: What did you read about? What did you learn?
- ask the student to answer questions after reading the text: Who? What? When? Where? Why?
RC literal: Unable to summarize the text evidence ✔✔-student is unable to identify the main events of the text in order -student gives incomplete, vague, sometimes incorrect responses to summary summary questions
RC literal: Unable to summarize the text strategies ✔✔-ask students to identify the major key event in the text -asl the student to state the beginning, middle and end of the text in their own words -work on summarizing shorter texts -have students complete a sentence frame -ask the 5 questions."Who, what, when, where, and why?" -teach students how to identify various text structures
RC literal: Lacks knowledge of sentence grammatical structures evidence ✔✔-student has difficulty comprehending information presented in a compound or complex sentence -student prefers to only speak and write in simple sentences
RC literal: Lacking knowledge of sentence grammatical structures strategies ✔✔-reteach how the structure of compound and complex sentences create meaning (transitional phrases, authors style, contribute to mood/tone) -model reading a compound or complex sentence and discuss its meaning
RC evaluative: unable to relate background knowledge to the text strategies ✔✔Build/activate background knowledge on the topic (video/reading about the topic, KWL chart, anticipation guide, guided discussion)
RC evaluative: unable to make a text-to-self connection after reading evidence ✔✔Student is unable to articulate his or her own opinion based on the reading
RC evaluative: unable to make a text-to-self connection after reading strategies ✔✔-ask students questions to help them form an opinion (ex. Do you agree or disagree with the authors main point?) -have students journal in response to the text -conduct student discussion on the issues raised by the text
