Organizing learning centers
Describing student work
Developing questions for read-aloud discussions
Planning instructional formats
Phonics and word family instruction.
Phonics and word study instruction.
Phonics and word analogy instruction.
Word analogy and word family instruction.
Explicit instruction in phonemic awareness and the alphabetic principle.
More instructional time with many opportunities to respond.
Implicit instruction in phonics.
Decodable texts that enable them to apply the skills they are learning.
Involves segmenting, blending and manipulating sounds of written words.
Refers to the more general understanding of the sound structure of words and sentences.
Develops naturally and cannot be taught.
Involves helping children to understand that the sequence of letters in written words represents the sequence of sounds in spoken words.
Smallest unit of sound.
Smallest unit of meaning.
A word with multiple meanings.
A spelling pattern.
Reading at his independent level and should be encouraged to read books at this level independently.
Reading at his instructional level and should be encouraged to read books at this level independently.
Reading at his independent level and you should use this level of text for reading instruction.
Reading at his instructional level and you should use this level of text for reading instruction.
The words we speak are composed of individual sounds.
The sequence of letters in written words represents the sequence of sounds in spoken words.
The words we speak are composed of morphemes.
Phonemes are meaningful units of sound.
Asking questions about the text.
Predicting what might happen next in the text.
First letter mnemonic.
Speak a foreign language.
Read for meaning.
Read with proper expression.
Decode text quickly.
Students can learn to use strategies flexibly.
Effective comprehension instruction is explicit.
It is best taught implicitly.
It can be taught through cooperative learning.
Through conversation with other people, especially adults.
Repeated exposure to active word-building sequences.
By reading extensively on their own.
Through listening to adults read to them.
Round robin reading.
Will be confusing for struggling readers.
Helps students to apply the alphabetic principle.
Helps students recognize onset and rime.
Should only occur occasionally.
/buh/ /i/ /guh/
/b/ /i/ /g/
A and b
Teaching phonemic awareness.
Teaching he alphabetic principle.
None of the above.
Prepares them for decoding words.
Is not an important pre-reading skill.
Is a phonemic awareness activity.
Should always occur in the context of whole words.