Question 1 : Explain how to pick words to teach through direct instruction.
Question 2 : Explain why word consciousness is important and how teachers can foster word consciousness in the classroom.
Question 3 : Explain the role of the reader, the text and the task in comprehension.
Question 4 : Select 2 of the specific word instruction strategies. For each strategy:
1. Describe the strategy.
2. Connect the strategy to your teaching in the classroom. How can you use the strategy in your own classroom (a specific class/group of students/subject/ unit, etc).
Question 5 : Define fluency in your own words.
Question 6 : Discuss at least 3 ways Mastery Measures and Curriculum Based Measures are different.
Question 7 : Why are curriculum based measures most appropriate for assessing fluency?
Question 8 : List 3 reasons why fluency is important and use information from your book and class to support your reasons.
Question 9 : Discuss at least 3 ways Mastery Measures and Curriculum Based Measures are different.
Question 10 : A student in your class is struggling with comprehension on grade level texts. The student's screening data also indicates that the students has a low oral reading fluency rate. What would you to do to form instruction for the student (what are the next steps). Consider all of the information we have learned throughout this course to help you answer this question.
Question 11 : Explain why Progress monitoring comprehension is difficult and unreliable data.
Question 12 : A student in your class is struggling with comprehension on grade level texts. The student's screening data also indicates that the students has a low oral reading fluency rate. What would you to do to form instruction for the student (what are the next steps).