.
The teacher has created objectives that are appropriate for students due to evidence from research.
The teacher has defined some source of evidence that will indicate whether or not each individual child has met the objective.
Student's knowledge and skills
Prerequisite knowledge and skills
Complexity of content/skills to be presented
Scaffolds
Basal reading programs
Programs that provide additional instruction for English learners
Programs written in languages other than English
Intensive intervention programs for struggling readers in grades K-3
Intensive intervention programs for struggling readers in grades 4-8
Intensive intervention programs for English learners in grades K-3
Intensive intervention programs for English learners in grades 4-8
Students in a benchmark group are experiencing a small level of difficulty in achieving standards. Students in a strategic group consist of students who are 1 or 2 years behind their peers. Students in an intensive group consist of students who are more than 2 years behind and need considerable help.
Students in a benchmark group consist of students who are 1 or 2 years behind their peers. Students in a strategic group are more than 2 years behind and need considerable help. Students in an intensive group are experiencing a small level of difficulty in achieving standards.
Students in a benchmark group are more than 2 years behind and need considerable help. Students in a strategic group are experiencing a small level of difficulty in achieving standards. Students in an intensive group consist of students who are 1 or 2 years behinds.
Orientation
Presentation
Structured and guided practice
Independent practice and application
Create a stimulating learning environment that promotes success
Appropriate reading materials
Reading aloud to students
Book clubs, literature circles, and author studies
Implementing rewards for participation
Entry-level assessments
Formative assessments
Monitoring of progress assessments
Summative assessments
Running records
Five Fingers Strategy
I + I Strategy
Sustained silent reading
Reader's workshop
Reliability
Validity
Yield norm-referenced scores
Generalizability
Reading coaches
Grade-level meetings
Parents of students
Professional development
Presenting an oral activity
Doing a mini lesson
Reading a wordplay book
All of the above
Learning to write
Learning to read
Learning the alphabet
All of the above
None of the above
High frequency words
Decodable words
Predictable words
All of the above
A dipthong
A digraph
CVC
A schwa
Orthography
Phonetic analysis
Structural analysis
None of the above
Recognized in one second
Recognized in 20 seconds
Sounded out
Defined in a sentence
Prephonetic
Semi-phonetic
Phonetic
Transitional
Conventional
Decodable text
Information books
ABC books
Literature
Spelling is learned through alphabetical lists of important words
Children are intuitively aware of letter-sound correspondence
Children must recognize letters of the alphabet before entering school
Letters represent sounds in words
Pronounce words correctly when reading orally
Read at an appropriate speed, neither too fast nor too slow
Read with appropriate "expression"
Can read above grade level
Automaticity
Fluency with single-syllable words with regular letter-sound correspondences and high-frequency sight words
Prosody
Rate
3rd
4th
5th
6th
Younger readers
Older readers
2-3
3-4
4-5
5-6
Modeling
Phrase-cued reading
Echo/imitating reading
Wait!
Here's an interesting quiz for you.