1. | First key indicator of fluency |
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2. | First key indicator of fluency |
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3. | First key indicator of fluency |
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4. | All literacy programs should be __________________ and ______________________ |
| B | A | L | A | N | C | E | D | | A | N | D | | C | O | M | P | R | E | H | E | N | S | I | V | E | | | | | | | | | | | | | | | | | | | | | | | | | | |
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5. | All literacy programs should be __________________ and ______________________ |
| B | A | L | A | N | C | E | D | | A | N | D | | C | O | M | P | R | E | H | E | N | S | I | V | E | | | | | | | | | | | | | | | | | | | | | | | | | | |
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6. | All literacy programs should be __________________ and ______________________ |
| B | A | L | A | N | C | E | D | | A | N | D | | C | O | M | P | R | E | H | E | N | S | I | V | E | | | | | | | | | | | | | | | | | | | | | | | | | | |
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7. | Word pattern, often with diagraph |
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8. | Word pattern, often with diagraph |
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9. | Word pattern, often with diagraph |
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10. | Text with single syllable, regular words and a few sight words |
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11. | Text with single syllable, regular words and a few sight words |
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12. | Text with single syllable, regular words and a few sight words |
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13. | Instruction that reaches all levels of students reading abilities |
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14. | Instruction that reaches all levels of students reading abilities |
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15. | Instruction that reaches all levels of students reading abilities |
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16. | Reading smoothly with ease |
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17. | Reading smoothly with ease |
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18. | Reading smoothly with ease |
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19. | Level at which student can read without help from teacher |
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20. | Level at which student can read without help from teacher |
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21. | Level at which student can read without help from teacher |
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22. | Helpful for _________________learners- Writing spelling words in the air with “arm pencil” |
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23. | Helpful for _________________learners- Writing spelling words in the air with “arm pencil” |
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24. | Helpful for _________________learners- Writing spelling words in the air with “arm pencil” |
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25. | Instructional decisions should be driven by this |
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26. | Instructional decisions should be driven by this |
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27. | Instructional decisions should be driven by this |
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31. | One way to address advanced learners- Increase ______of instruction |
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32. | One way to address advanced learners- Increase ______of instruction |
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33. | One way to address advanced learners- Increase ______of instruction |
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34. | Spelling Stage in which child spells as it sounds |
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35. | Spelling Stage in which child spells as it sounds |
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36. | Spelling Stage in which child spells as it sounds |
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37. | Letter-sound correspondences |
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38. | Letter-sound correspondences |
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39. | Letter-sound correspondences |
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40. | Rimes that have the same spelling |
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41. | Rimes that have the same spelling |
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42. | Rimes that have the same spelling |
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43. | Much of this is needed to learn phonics |
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44. | Much of this is needed to learn phonics |
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45. | Much of this is needed to learn phonics |
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46. | Reading with expression |
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47. | Reading with expression |
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48. | Reading with expression |
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49. | Second key indicator of fluency |
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50. | Second key indicator of fluency |
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51. | Second key indicator of fluency |
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52. | Vowels that are neither long nor short, one example |
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53. | Vowels that are neither long nor short, one example |
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54. | Vowels that are neither long nor short, one example |
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55. | Performed at the end of each line of text |
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56. | Performed at the end of each line of text |
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57. | Performed at the end of each line of text |
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58. | Breaking a word into individual sounds |
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59. | Breaking a word into individual sounds |
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60. | Breaking a word into individual sounds |
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61. | Assessment determining if student has achieved target standard |
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62. | Assessment determining if student has achieved target standard |
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63. | Assessment determining if student has achieved target standard |
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64. | Process of Decoding a multisyllabic word by looking at its syllables |
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65. | Process of Decoding a multisyllabic word by looking at its syllables |
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66. | Process of Decoding a multisyllabic word by looking at its syllables |
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67. | Reading error that substitutes one word for another with similar meaning |
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68. | Reading error that substitutes one word for another with similar meaning |
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69. | Reading error that substitutes one word for another with similar meaning |
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70. | Phonics Instruction should be ______________, Direct, and Explicit |
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71. | Phonics Instruction should be ______________, Direct, and Explicit |
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72. | Phonics Instruction should be ______________, Direct, and Explicit |
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73. | Ex. Building letters with playdough |
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74. | Ex. Building letters with playdough |
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75. | Ex. Building letters with playdough |
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