5205 Teaching Reading Section III Crossword
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Down:
1) < 90%
The student struggles to read with automaticity and frequently
stops to sound out words. The student makes more than six errors
and rarely self-corrects.2) words occur across contexts. More common in writing and everyday speech, these words enhance comprehension of a text. These words are best used for targeted explicit vocabulary instruction.
Examples: arrange, despise 3) 90%
A student reads through a paragraph, mostly exercising
prosody and automaticity. The student makes only six errors,
but self-corrects on most of the errors.7) words are high-frequency words and used in everyday speech. These words are learned in conversation. They rarely require direct instruction. These words are often referred to as sight words.
Examples: see, happy, what8) words that are written the same but have different sounds and
meanings:
• Tear – water coming from the eye
• Tear – to rip
• Bass – a low tone or instrument
• Bass – a type of fish11) – words that sound the same but are spelled differently:
• Pair, pare
• Plain, plane
• There, their, they’re
• To, too, two |
Across:
4) In teaching vocabulary, varied text provides multiple exposure to words and their meanings. There are four key components of vocabulary instruction: wide reading, instruction of individual words, word learning strategies, and development of word consciousness.5) teacher modeling, phased cue reading, and echo reading6) is when students are aware of and interested in words and word meanings. Students notice when and how new words are used.
Students are motivated to learn new words and to be able to use them skillfully. Promoting it is essential across grade levels, especially when working with students whose prior vocabulary exposure may be limited.9) ≥ 95% A student easily reads through a paragraph, exercising prosody
and automaticity. The student makes only one error. 10) can be achieved by running records, repeated readings, and silent sustained reading which all work on automaticity, accuracy, reate and prosody.12) words are low-frequency words. They are limited to a specific domain. They often pertain to a specific content area. They are best learned within the content of the lesson or subject matter.
Examples: molecule, mitochondria13) • Model erudite vocabulary use by substituting common activity
• Use interactive word walls, where students can collaborate with their peers and learn new words.
• Take opportunities to introduce new words whenever possible. |
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