STR (CRQ terms, strategies) Questions and Answers Already Passed

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STR (CRQ terms, strategies) Questions and Answers Already Passed Foundational readings skills ✔✔Phonemic awareness skills, phonics skills, recognition of high frequency words, syllabication ski ... lls, morphemes analysis skills, automaticity, reading fluency (accuracy, rate and prosody) Reading comprehension ✔✔Vocabulary knowledge, knowledge of sentence and grammatical structures, application of literal, inferential, or evaluative comprehension skills, use of comprehension strategies, application of text analysis skills to a literary or informational text FRS: phonemic awareness skills evidence ✔✔-student does not accurately segment words by each individual phoneme -example: segmenting frog as f-o-g instead of f-r-o-g FRS: phonemic awareness skills strategies ✔✔-teacher modeling and scaffolded guided practice -Elkonin boxes FRS: Phonics support evidence ✔✔-student does not associate the correct sound with letters or letter combination -examples: mispronouncing consonant sounds, vowel sounds (short or long), blends, or digraphs FRS: Phonics support strategies ✔✔-word sorts -explicit phonics instruction -chants and read aloud (students must be able to see the words for phonics practice, not just hear the sounds) FRS: Sight word automaticity evidence ✔✔Student does not recognize high-frequency grade-level words that do not follow standard phonics rules (of, was, the, said, etc) FRS: Sight word automaticity strategies ✔✔-practice with flash cards (students can have their own personal set based on sight word assessment) -provide word walls -practice reading in context (sight words underlined in simple sentences) FRS: Decoding multisyllabic words evidence ✔✔-student pronounces only part of a multi syllabic word correctly -examples: student pronounces "mistake" as "missake" , or vocalizes the first "r" sound in "surprise" FRS: Decoding multisyllabic words strategies ✔✔-teach student syllabication and the 6 syllable types (open, closed, vowel digraph/dipthong, r-controlled, VCe, final -le) -use foldable, cut and past activites, and syllable sorts -teach students how to recognized and annotate words according to their syllable type FRS: Decoding multisyllabic words with roots and affixes evidence ✔✔-student leaves off or mispronounces prefixes or suffixes in words -examples: student pronouncing "biggest" as "Biggs", or a student omitting a word part, saying, "bad" instead of "badly" FRS: Decoding multisyllabic words with roots and affixes strategies ✔✔-review morphology (word formation) and proper pronunciation -create a words part tree with students for common terms -haven students create their own words (real or fake) using word parts FRS: improve accuracy evidence ✔✔Student mispronounces words or has other miscues, such as insertions, omissions, or substitution while reading FRS: improve accuracy strategies ✔✔Automatic word recognition (slight words and automaticity in decoding) FRS: Use appropriate speed (rate) evidence ✔✔Student reads too fast or too slow, interfering with ability to comprehend either way FRS: use appropriate speed (rate) strategies ✔✔-paired, echos or choral reading -rereading familiar text FRS: improve prosody evidence ✔✔Student does not read with appropriate expression or inflection, does not adhere to punctuation FRS: improve prosody strategies ✔✔-paired, echo, or choral reading -rereading familiar text -reader's theatre RC literal: Missing literal comprehension questions evidence ✔✔Student is unable to answer basic recall questions after reading RC literal: Missing literal comprehension questions strategies ✔✔-reread the text -ask literal, basic questions while reading -read slower -annotate the text -activate prior knowledge -self questioning -self monitor comprehension RC literal: Unable to determine the stated main idea of the text evidence ✔✔Student is unable to identify what the text is mostly about RC literal: Unable to determine the stated main idea of the text strategies ✔✔-scaffold questioning: What did you read about? What did you learn? - ask the student to answer questions after reading the text: Who? What? When? Where? Why? RC literal: Unable to summarize the text evidence ✔✔-student is unable to identify the main events of the text in order -student gives incomplete, vague, sometimes incorrect responses to summary summary questions RC literal: Unable to summarize the text strategies ✔✔-ask students to identify the major key event in the text -asl the student to state the beginning, middle and end of the text in their own words -work on summarizing shorter texts -have students complete a sentence frame -ask the 5 questions."Who, what, when, where, and why?" -teach students how to identify various text structures RC literal: Lacks knowledge of sentence grammatical structures evidence ✔✔-student has difficulty comprehending information presented in a compound or complex sentence -student prefers to only speak and write in simple sentences RC literal: Lacking knowledge of sentence grammatical structures strategies ✔✔-reteach how the structure of compound and complex sentences create meaning (transitional phrases, authors style, contribute to mood/tone) -model reading a compound or complex sentence and discuss its meaning RC inferential: unable to determine the implied main idea of the text evidence ✔✔Student is unable to identify what the text is mostly about when it is hidden in the text RC inferential: unable to determine the implied mains idea of the text strategies ✔✔-scaffold questioning: What did you read about? What did you learn? -asl the student to answer these question after reading the text: Who? What? When? Where? Why? -ask the students to consider the text structure the author is using RC inferential: unable to make inferences about the text evidence ✔✔Student is unable to identify the deeper meaning within the text, including character motivation and why certain events occurred RC inferential: unable to make inferences about the text strategies ✔✔-teach self monitoring strategies (rereading, annotating) -activate background knowledge prior to reading (video/reading about the topic, KWL chart, anticipation guide) -teach the formula I= TE+PK (inference= text evidence+prior knowledge) RC evaluative: unable to relate background knowledge to the text evidence ✔✔Student is unfamiliar with the topics discussed in the text, hindering comprehension RC evaluative: unable to relate background knowledge to the text strategies ✔✔Build/activate background knowledge on the topic (video/reading about the topic, KWL chart, anticipation guide, guided discussion) RC evaluative: unable to make a text-to-self connection after reading evidence ✔✔Student is unable to articulate his or her own opinion based on the reading RC evaluative: unable to make a text-to-self connection after reading strategies ✔✔-ask students questions to help them form an opinion (ex. Do you agree or disagree with the authors main point?) -have students journal in response to the text -conduct student discussion on the issues raised by the text [Show More]

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