



Study with the several resources on Docsity
Earn points by helping other students or get them with a premium plan
Prepare for your exams
Study with the several resources on Docsity
Earn points to download
Earn points by helping other students or get them with a premium plan
Community
Ask the community for help and clear up your study doubts
Discover the best universities in your country according to Docsity users
Free resources
Download our free guides on studying techniques, anxiety management strategies, and thesis advice from Docsity tutors
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
Typology: Exams
1 / 7
This page cannot be seen from the preview
Don't miss anything!
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
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
FRS: Phonics support strategies ✔✔-word sorts
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)
FRS: Decoding multisyllabic words evidence ✔✔-student pronounces only part of a multi syllabic word correctly
FRS: Decoding multisyllabic words strategies ✔✔-teach student syllabication and the 6 syllable types (open, closed, vowel digraph/dipthong, r-controlled, VCe, final - le)
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?
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