C732 Elementary Disciplinary Literacy
Study Guide Exam And All Correct Answers.
prerequisites - Answer identify what the students should already know
differentiated instruction - Answer accommodating the skill
materials - Answer resources to support the skill
instructional setting - Answer learning environment
types of reading in balanced reading approach - Answer reading aloud
shared reading
guided reading
independent reading
word recognition skills example - Answer -read common high-frequency words by sight (the,
of, to, you, she, my, is, are, do, does)
-recognize and read grade-appropriate irregularly spelled words
-identify words with inconsistent but common spelling-sound correspondences
oral reading fluency skill example - Answer read grade level text orally with accuracy,
appropriate rate, and expression on successive readings
concepts of print skills example - Answer -follow word from left to right, top to bottom, and
page by page
-recognize that spoken words are represented in written language by specific sequences of
letters
-understand that words are separated by spaces in print
-recognize and name all upper- and lowercase letters of the alphabet
-recognize the distinguishing features of a sentence (first word, capitalization, ending
punctuation)
,-associate the long and short sounds with the common spellings (graphemes) for the five major
vowels
-distinguish between similarly spelled words by identifying the sounds of the letters that differ
-decode words with common Latin suffixes
-know the spelling-sound correspondences for common consonant disgraphs
-decode regularly spelled one-syllable words
phonics skills examples cont'd - Answer -know final -e and common vowel team conventions
for representing long vowel sounds
-decode two-syllable words following basic patterns by breaking the words into syllables
-use knowledge that every syllable must have a vowel sound to determine the number of
syllables in a printed word
-read words with inflectional endings
-distinguish long and short vowels when reading regularly spelled one-syllable words
-decode regularly spelled two-syllable words with long vowels
-decode words with common prefixes and suffixes
-decode multisyllable words
phonological/phonemic awareness skills example - Answer -recognize and produce rhyming
words
-count, pronounce, blend, and segment syllables in spoken words
-isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-
phoneme (consonant-vowel-consonant, or CVC) words
-add or substitute individual sounds (phonemes) in simple, one-syllable words to make new
words
-distinguish long from short vowel sounds in spoken single-syllable words
-orally produce single syllable words by blending sounds (phonemes) including consonant
blends
-isolate and produce intial, medial vowel, and final sounds (phonemes) in spoken single-syllable
words
-segment spoken single-syllable words into their complete sequence of individual sounds
(phonemes)
comprehension strategies - Answer conscious and flexible plans that readers apply and adopt
, -making connections
-determining importance
-main idea/details
-drawing conclusions
-making inferences
-evaluating
-sequencing
-retelling
-comparison/contrast
-metacongition
-monitoring/understanding
-predicting/previewing
-questioning
-setting a purpose
-summarizing
-visualizing
-using graphic information
-creating graphic representations
-point of view
-cause and effect
vocabulary instruction - Answer -words and meanings are learned in environments rich with
words (independent reading, read-alouds, and explicit instruction)
-great instruction involves teaching specific words and word-learning strategies and by
facilitating interest in learning words
vocabulary strategies/skills examples - Answer -synonyms, antonyms & homonyms
-figurative meanings (idioms, metaphors, similes, alliteration, eponyms, hyperbole,
onomatopoeia, oxymorons, palindromes, personification, portmanteau, spoonerisms)
-multiple-meaning words
-roots, prefixes and suffixes
-etymologies (word histories)
Study Guide Exam And All Correct Answers.
prerequisites - Answer identify what the students should already know
differentiated instruction - Answer accommodating the skill
materials - Answer resources to support the skill
instructional setting - Answer learning environment
types of reading in balanced reading approach - Answer reading aloud
shared reading
guided reading
independent reading
word recognition skills example - Answer -read common high-frequency words by sight (the,
of, to, you, she, my, is, are, do, does)
-recognize and read grade-appropriate irregularly spelled words
-identify words with inconsistent but common spelling-sound correspondences
oral reading fluency skill example - Answer read grade level text orally with accuracy,
appropriate rate, and expression on successive readings
concepts of print skills example - Answer -follow word from left to right, top to bottom, and
page by page
-recognize that spoken words are represented in written language by specific sequences of
letters
-understand that words are separated by spaces in print
-recognize and name all upper- and lowercase letters of the alphabet
-recognize the distinguishing features of a sentence (first word, capitalization, ending
punctuation)
,-associate the long and short sounds with the common spellings (graphemes) for the five major
vowels
-distinguish between similarly spelled words by identifying the sounds of the letters that differ
-decode words with common Latin suffixes
-know the spelling-sound correspondences for common consonant disgraphs
-decode regularly spelled one-syllable words
phonics skills examples cont'd - Answer -know final -e and common vowel team conventions
for representing long vowel sounds
-decode two-syllable words following basic patterns by breaking the words into syllables
-use knowledge that every syllable must have a vowel sound to determine the number of
syllables in a printed word
-read words with inflectional endings
-distinguish long and short vowels when reading regularly spelled one-syllable words
-decode regularly spelled two-syllable words with long vowels
-decode words with common prefixes and suffixes
-decode multisyllable words
phonological/phonemic awareness skills example - Answer -recognize and produce rhyming
words
-count, pronounce, blend, and segment syllables in spoken words
-isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-
phoneme (consonant-vowel-consonant, or CVC) words
-add or substitute individual sounds (phonemes) in simple, one-syllable words to make new
words
-distinguish long from short vowel sounds in spoken single-syllable words
-orally produce single syllable words by blending sounds (phonemes) including consonant
blends
-isolate and produce intial, medial vowel, and final sounds (phonemes) in spoken single-syllable
words
-segment spoken single-syllable words into their complete sequence of individual sounds
(phonemes)
comprehension strategies - Answer conscious and flexible plans that readers apply and adopt
, -making connections
-determining importance
-main idea/details
-drawing conclusions
-making inferences
-evaluating
-sequencing
-retelling
-comparison/contrast
-metacongition
-monitoring/understanding
-predicting/previewing
-questioning
-setting a purpose
-summarizing
-visualizing
-using graphic information
-creating graphic representations
-point of view
-cause and effect
vocabulary instruction - Answer -words and meanings are learned in environments rich with
words (independent reading, read-alouds, and explicit instruction)
-great instruction involves teaching specific words and word-learning strategies and by
facilitating interest in learning words
vocabulary strategies/skills examples - Answer -synonyms, antonyms & homonyms
-figurative meanings (idioms, metaphors, similes, alliteration, eponyms, hyperbole,
onomatopoeia, oxymorons, palindromes, personification, portmanteau, spoonerisms)
-multiple-meaning words
-roots, prefixes and suffixes
-etymologies (word histories)
