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Number Section Question 1 Unit 1 checkup You are working with a learner who is able to read and pronounce all of the words in a passage. Based on this, the learner understands the passage. 2 Unit 1 checkup The components of reading must be taught sequentially for effective reading instruction. 3 Unit 1 checkup A l earner i s a ble t o r ead a p assage a bout m usic a nd pronounce a ll t he w ords. Y ou k now t he l earner h as an i nterest i n m usic. W hat w ill b e a g ood f irst s tep getting h er t o u nderstand t he p assage? 4 Unit 1 checkup If you were working with a learner who is a beginning reader, which component would you most likely start with? 5 Unit 1 Checkup Which of the following is part of Fluency? 6 Unit 1 Checkup The Centroid activity is an example of which key idea? Answer False Reason Just because a learner can pronounce all of the words does not mean they comprehend. Similar to the Marlup story….you could sound out the words, but didn’t comprehend it well, if at all. False Learners do not learn these skills sequentially. Although alphabetic skills are a primary focus of beginning instruction, all of the components reinforce each other and as a result they should be developed simultaneously. Discuss her interest in A great way to build comprehension is to music activate prior knowledge about a subject and associating what you already know to what you are going to read. By discussing what you already know about something, you are setting your brain up to take in new information. Alphabetics These skills are the foundation of learning to read. Many beginning readers need a large amount of instruction in this area. The higher the reading level, the less amount of instruction is needed. Reading with ease Fluency is the ability to read with speed, accuracy and expression. Pronouncing words is part of alphabetics; learning new words is vocabulary; constructing meaning from text is comprehension. Just knowing the words is Although we knew most of the individual not enough to understand vocabulary words prior to reading The the paragraph. Centroid paragraph, we did not easily understand the paragraph as a whole. You need to understand the individual definitions of words, and also how they fit together. 7 Unit 1 Checkup Is i t i mportant t o h ave l earners r ead o n v arious platforms s uch a s p rint, s martphones, a nd computers? Yes 8 Unit 1 Checkup Accessing p rior k nowledge i s a k ey e lement i n teaching a dults t o r ead. Yes 9 Unit 2, chapter 2 practice The letters “sk” in skit is a blend because the combination of letters makes a new sound. False 10 Unit 2, chapter 2 practice Which of the following words begins with an example of a digraph? Chip 11 Unit 2, chapter 2 practice Unit 2, chapter 2 practice Unit 2, chapter 3 practice Unit 2, chapter 3 practice Unit 2, chapter 3 practice The word “globe” has how many sounds? 4 Is the goal of the sound tapping strategy is to help your learner hear individual sounds in words? Yes Using everyday words helps the learner look for familiar word patterns in unfamiliar words. True What is the word family pattern in ride? -‐ide The p rimary o bjective o f t he N onsense W ords activity i s f or t he l earner t o Understand sounds in a word 12 13 14 15 In today’s society, literacy is everywhere and it is important for our learners to be exposed to as many types as possible so they can be as independent as possible. Activating prior knowledge is important because it helps learners make connections to the new information they will be learning. By tapping into what students already know, tutors can assist learners with the learning process. A blend is a string of two or three consonants that blend together, yet retain their individual sounds. We still hear the /s/ and the /k/. A diagraph creates a new sound (see next ?) “ch” is a diagraph because the combination of letters creates a totally new sound. You don’t hear /c/ then /h/ in “chip”. The other examples are blends because you can still hear the individual letter sounds. /g/, /l/, /o/, /b/ Since “gl” is a blend, each letter sound counts as an individual sound.. Since our learners know many words, it is easy for them to remember once they recognize words they know with ease This is a true test of one’s ability to sound out words. With real words, it is hard to know if the learner has simply 16 memorized the word but with a nonsense word, you can see if your student understands the sounds and how they blend together. Unit 2, chapter 3 practice Unit 2, chapter 3 practice Unit 2, chapter 4 practice Unit 2, chapter 4 practice Unit 2, chapter 4 practice The word family represented in this road sign is –est. (Image of a street sign that says “West”) True Can you do the rhyming words activity with this sign? (Image of a street sigh that says “West”) Yes There are many words that would rhyme with west! What types of words should be memorized? All of these Which of the following is a real-‐world word? All of these How can you use the following excerpt from a story to teach the real-‐world words in bold? “I’m sorry you had to wait again,” said Ms. Poole, the job counselor, as she led Bree to her desk. She got right down to business. “Did you complete your Personal Inventory that shows your strengths and weaknesses." Read the excerpt to the learner then work with the learner to determine the meaning of the real-‐
world words from context. Using context clues helps tremendously when trying to determine unknown words. This is a strategy you must teach your learner, rather than assume they know how to do so on their own. This helps to promote more independence when reading. 21 Unit 2 Checkup Which of the following are digraphs? Kn 22 Unit 2 Checkup Unit 2 Checkup Unit 2 Checkup The word “split” has 3 sounds. False Are there more phonemes than letters in the English alphabet? Why is it helpful to introduce word families with a real-‐
world word? Yes Unit 2 Checkup Learners who continue to struggle to hear individual sounds in a word, will require a structured approach like the 8 Stages of Teaching Sounds. True When put together, you do not hear the /k/ or /n/ sound, but a totally new and different sound. /s/, /p/, /l/ /i/, /t/ 5 sounds There are 26 letters that combine to form 44 phonemes (sounds) Anytime we use something familiar it is easier. This helps the learner remember, more easily, the base of the word family. Since phonemic awareness is taught so early on and acquired naturally by children, our adult learners need a very 17 18 19 20 23 24 25 To learn new words using a familiar word 26 Unit 2 Checkup Real-‐world passages above your learner’s level should be False avoided until the learner knows all of the alphabetics skills. 27 Unit 2 Checkup 28 Unit 3 , Chapter 5 Practice Making the connection between sounds and letters gives Decoding learners the ability to recognize familiar words quickly and a strategy to figure out words they haven't seen before describes The purpose of choral reading is to provide a model for True fluent and expressive reading and to help with any words the learner cannot identify 29 Unit 3 , Chapter 5 Practice Unit 3, Chapter 5 Practice Unit 3, Chapter 6 Practice 30 31 32 Unit 3, Chapter 6 Practice If you see the learner is reading the passage without a problem you should Stop and let the learner continue reading If the learner continues reading without you joining him Yes and begins to struggle, you should join in again to read in unison What is the primary purpose of echo reading? For the learner to imitate proper phrasing, pronunciation, and speed You should practice reading the passage before the True session to make sure that you have the correct phrasing, accuracy, intonation, speed, and tempo when reading a sentence or phrase. structured approach to learn these skills. Our learners cannot avoid real-‐world passages, no matter how hard they are. These are things they are going to see in life – they are adults and have adult-‐like responsibilities. By using these with instruction you will prepare your learner for passages they might see and equip them with strategies to understand them. This is the definition of decoding By providing an additional voice during reading, it allows the student to read the entire passage without getting stuck on unknown words as well as provides a model of fluent reading. If they are able to read the passage on their own, there is no need to read along with them. You can begin choral reading at any stage needed for your student. If you sense them struggling, join in! Echo reading allows a student to imitate the correct pronunciation of the words and the ‘flow’ with which a good reader reads. Fluency does not come on the first try, even for proficient readers. You must practice any passage in order to truly be fluent. A tutor should always know the material they are using during an activity. Your mistakes may become your learner’s mistakes if you make them during an activity. 33 Unit 3, Chapter 6 Practice Recall and understanding are not part of the echo reading activity since it just focuses on phrasing. False 34 Unit 3, Chapter 7 Practice How do you set up the Round Robin activity? The learner reads the next sentence(s) after the one(s) you read. 35 Unit 3, Chapter 7 Practice What should the tutor do if the learner struggles with a word? Say the word and have the learner keep reading 36 Unit 3, Chapter 8 Practice 37 Unit 3, Chapter 8 Practice Why should learners group words together in a sentence So the sentence sounds smooth and natural, when reading? leading to better recall The best way to show the learner how the words in the True sentence should be grouped is drawing an arc under the words. 38 Unit 3, Chapter 9 Practice Unit 3, Chapter 9 Practice 39 What should you do to prepare for the Reading to the Tutor activity? All of these While working on fluency, if your learner struggles with a Help the learner by saying word, you should the word so he can continue reading Although this focuses on phrasing, at the end of the day we want our learners to comprehend. Reading something fluently has a direct impact on how well one can recall and understand a passage. Round robin is when you and the learner take turns reading sentences. The other choices are choral reading, read aloud and echo reading, not round robin. For the purpose of comprehension, you want to provide the unknown word to the leaner. Make note of this word, and include it in alphabetic/vocabulary activities later on to address it. If you stop to teach a word in the middle of a passage, comprehension will be negatively affected. Not only does it sound more natural, reading in phrases helps improve comprehension. Understanding will be lacking if one is reading word-‐by-‐word. Providing a visual representation of ‘where’ to group the words will help the learner remember the grouping. And the learner’s act of drawing is a physical trigger for better learning. All choices are important to do when preparing for this activity. Building fluency takes practice. Make note of this troubling word, and include it in alphabetic/vocabulary activities later on to address it. If you stop to teach a word in the middle of a passage, comprehension will be negatively affected and fluency will be halted. 40 Unit 3, Chapter 9 Practice The learner should read the passage until it can be read with few errors and facts and details are recalled accurately. True All good readers re-‐read passages for better fluency. Sometimes our learners don’t consider doing this so it’s important that we show them how to and encourage them to practice to build fluency. Without fluency, the learner cannot retain the information at the beginning of the sentence by the time he or she reaches the end 41 Unit 3, Checkup Fluency is essential for understanding and remembering what you read. True 42 Unit 3 Checkup Unit 3 Checkup Unit 3 Checkup Unit 3 Checkup Good readers group words in a sentence so it All of the these Which of the following are the things you should do to All of these prepare for any of the fluency activities? Having the learner read the entire passage to you is the Reading to the tutor purpose of which activity? Having the learner read the same sentence that you read Echo Reading immediately after you read it is the objective of which activity? Unit 3 Checkup Unit 4, Chapter 10 Practice Having the learner read in unison with you is the purpose of which activity? See and say the word, write the word, spell the word aloud, write sentences with the word, draw a picture or use a graphic organizer to illustrate the word are the 5 steps in the Classic Simple Vocabulary Lesson. Choral Reading True Unit 4, Chapter 10 Practice Unit 4, Chapter 10 Practice Unit 4, Chapter 11 Practice As new flashcards are created each session and added to All of these the stack, the learner should All of these activities will promote vocabulary learning. If the word of the day is a topical word, should it be taught with the Classic Simple Vocabulary Lesson? Yes To pre-‐teach vocabulary effectively you first must Review the passage beforehand to identify words unfamiliar to the learner Pre-‐teaching vocabulary is so important. You will know your learner well enough to know which words will be unfamiliar, thus creating your own word list. If you 43 44 45 46 47 48 49 50 51 52 53 54 Unit 4, Chapter 11 Practice Unit 4, Chapter 11 Practice Unit 4, Chapter 12 Practice Unit 4, Chapter 12 Practice 55 Unit 4, Chapter 12 Practice 56 Unit 4, Chapter 12 Practice Unit 4 Checkup Unit 4 Checkup 57 58 Pre-‐teaching vocabulary helps improve reading comprehension. When reading to your learner, which of the following should you focus on? Before Carlos went to bed, he checked the weather report and found out it was going to get very cold. So he got his hat, gloves, boots, sloots, coffee mug, and scarf ready the night before. Sloots is a An argali has horns like a ram and looks like a goat. An argali is an animal. As Tina’s teenage son walked out of the house, he told her not to wait up. She was vehement, pointed a finger in his face and yelled that he is to be home by midnight. Is vehement a verb? Which is a context clues strategy? Vocabulary is knowing words and understanding word meanings. Reading vocabulary is words recognized and understood when reading. True are not sure, selecting a variety of challenging words is fine. Even if your learner knows them, practice never hurts! Providing the student with a dictionary does not hurt, but does not provide enough direct instruction about the new vocabulary word. If one has an idea of the meanings of the words, one will understand the passage better as a whole. All of these All of these elements should be present when reading to your learner. Plural noun We can tell from the context that sloots is a thing, as it is grouped together with other nouns. The ‘s’ on the end indicates a plural noun. True Given the comparison in context, we can conclude that this statement is true. No By saying “She was vehement,” the context is describing her, which means it’s an adjective. Visualizing True Choral reading and Reading to the learner are fluency strategies, while sound tapping is an alphabetic strategy. Yes 59 60 Unit 4 Checkup Unit 4 Checkup Words understood when speaking and listening is called oral vocabulary. Why is it important to pre-‐teach vocabulary? For the learner to understand unfamiliar words before reading a passage. True Vocabulary refers to understanding the individual word’s definition, not the letter sounds, or fluency. True Again, you will have to teach this strategy to your learners until it becomes automatic. “Think aloud” works well here. 61 Unit 4 Checkup 62 Unit 4 Checkup 63 Unit 4 Checkup Unit 5, Chapter 13 Practice Unit 5, Chapter 13 Practice Unit 5, Chapter 13 Practice Unit 5, Chapter 13 Practice Unit 5, Chapter 14 Practice The Classic Simple Vocabulary Lesson has the learner doing which of the following activities? Prior knowledge is an important factor in reading comprehension. All of these True Prior knowledge has a huge impact on one’s reading comprehension. Previewing a passage means, before reading, asking questions about. All of these The learner cannot preview a passage if there are headings but no pictures. False Should you use a graphic organizer during session no matter what? No A learner can preview other things besides pictures, including the title and headings. Graphic organizers are very helpful, but don’t fit all situations. How does making notes help the learner with comprehension? The learner is actively engaged Unit 5, Chapter 14 Practice Unit 5, To summarize a paragraph, the learner should find the main idea and key details. True Which of the following is an example of restating? Saying a section of the 64 65 66 67 68 69 70 You should use Real-‐World Words if you want the learner to know words that are encountered in everyday life. Context clues strategies are important to find out the meaning of words while reading a passage. Yes Getting your student to ‘think’ during reading can be a challenge. But by teaching them to make notes during reading, you are providing them with a way to do so. This strategy must be taught explicitly, using the LNY 6 Step Process. Answer A is previewing and B is making Chapter 14 Practice passage in ones own words Yes 71 Unit 5, Chapter 14 Practice Do good readers think aloud as they read to monitor their understanding of the passage? 72 Unit 5, Chapter 15 Practice Reading the lines means Recalling facts 73 Unit 5, Chapter 15 Practice Reading between the lines means Making inferences 74 Unit 5, Chapter 15 Practice Sequencing of events in a passage gives the learner another perspective on the facts in the passage. True 75 Unit 5, Chapter 15 Practice 76 Unit 5, Chapter 15 Practice Unit 5, Chapter 15 Practice Unit 5 Checkup Unit 5 Checkup 77 78 79 Is the main idea, along with key details of a passage, the information needed to write a summary? Compare and contrast is finding out Yes Similarities and differences between two things Doorbell and barking The rain came down in buckets as he came to the door. The doorbell rang and the dog barked. What was the cause and the effect? Comprehension is understanding and remembering what True you read. Active reading means applying strategies All of these notes. Restating means that you state what is being said in your own words. Good readers are actively engaged, always monitoring their comprehension-‐ though our “thinking aloud” may take place inside our heads. Reading the lines is literal comprehension, which involves what the author is actually saying. The learner needs to understand ideas and information explicitly stated in the reading material. Inferential comprehension deals with what the author means by what is said. The learner must read between the lines and make inferences about things not directly stated. Putting events in order helps with comprehension. A summary is an overview of the main idea, details and key information of a passage. You’ll need to teach this strategy explicitly, with modeling. Answer C is cause & effect, and answer D is making predictions. Because the doorbell rang, the dog barked. This is a direct cause and effect. Active reading requires you to apply strategies during all stages of reading. 80 Unit 5 Checkup Should the learner preview a passage even if there are no pictures? Yes 81 Unit 5 Checkup Unit 5 Checkup Prior knowledge is very important in comprehending what is read because the reader Rereading or restating difficult sections, summarizing, identifying important information, and using context clues as one reads are examples of Thinking Aloud. Both of these Unit 5 Checkup If a learner is struggling to understand a section and says, “I just don’t get it,” you should Have the learner stop reading and guide him to an understanding of the section 82 83 84 85 86 True Unit 5 Checkup Unit 5 Checkup Sequencing means having the learner identify and understand the order in which events occurred. Should you use a graphic organizer if the learner better understands a concept or an idea visually? True Unit 5 Checkup Which of the following is an example of reading the lines? All of these Yes They can use other information to preview, like chapter headings, different fonts and prints, etc. You are making your internal comprehension processes external with Thinking Aloud—you are showing your learner how you think and process, which is often hidden. Making a list of difficult words will help to teach vocabulary, but not understand the entire section. If they don’t understand it part way through, they will have trouble during the remainder of the passage so continuing without understanding here does not help. Work with the learner to assist them in understanding, and then move on. Graphic organizers are helpful when learners are visual learners. They help to organize information in a visual way, without requiring a high level of reading ability to understand.