Solution Manual for Direct Instruction Reading, 3rd Edition

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Instructor’s Resource ManualforDirect Instruction ReadingSixth EditionDouglas W. CarnineJerry SilbertEdward J. Kame’enuiTimothy A. SlocumPatricia A. TraversPrepared Originally byJerry SilbertRevised byEdward J. Kame’enuiTimothy A. SlocumPatricia A. Travers

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iiiTable of ContentsIntroduction………………………………………………………………………… .vGeneral Recommendations………………….................................................................viStudy Questions and Answers, Application Question Answers, Supplementary Assignments, andPossible Test ItemsPart 1–PerspectiveChapter 1Perspective on Reading Instruction…………………………..…………7Chapter 2A Model of ReadingInstruction………………………………………11Chapter 3Classroom Reading Instruction………………………………………...15Chapter 4Delivery of Instruction…………………………………………………21Part 2–Beginning ReadingChapter 5An Overview of Beginning Reading…………………………………..29Chapter 6Phonemic Awareness and Alphabetical Understanding……………….34Chapter 7Letter-Sound Correspondence…………………………………………42Chapter 8Sounding Out Regular Words………………………………………….49Chapter 9Sight-Word Reading…………………………………………………...66Chapter 10Irregular Words………………………………………………………...77Chapter 11Vocabulary Instruction………………………………………………...90Chapter 12Comprehension Instruction……………………………………………97Part 3–Reading Instruction During the Primary and Intermediate GradesChapter 13Phonic Analysis………………………………………………………..104Chapter 14Structural Analysis…………………………………………………….114Chapter 15Irregular Words………………………………………………………..122Chapter 16Fluency and Passage Reading…………………………………………128Chapter 17Vocabulary Instruction………………………………………………...140

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ivPart 4–Overview of Comprehension InstructionChapter 18Comprehension Skills and Procedures……………………………….148Chapter 19Narrative Comprehension Studies…………………………………...158Chapter 20Critical Reading………………………………………………………164Part 5–Content-Area ReadingChapter 21Direct Instruction in Content-Area Reading…………………………167Part 6-School-Wide Organization of Reading InstructionChapter 22-Response to Intervention: School-Wide Organization ofReading Instruction……………………………………………………………………175

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vINTRODUCTIONComponents of Instructor's GuideThe Instructor's Guide supplements the text in several ways.It includes:*Study questions designed to help students summarize the more critical informationpresented in each chapter. (Both the questions and answers are listed in this guide by sections.At the end of the guide are pages containing the study questions without answers. These pagescan be reproduced and distributed to the students.)*Answers to the application questions that appear in the text. (The answers are also listedby chapters.)*Suggestions for assignments to supplement the application and study questions in thetext. The study and application questions were designed for the most part to have just onecorrect answer or a very limited range of correct answers. This was done to facilitate feedback tostudents. The supplementary assignments, on the other hand, are more open ended. Theyusually involve evaluating and modifying commercial reading materials.*Sample test items with answers. Test items are included for several chapters. Other testitems can be drawn from the study questions or application items provided. Instructors canconstruct variations of application items for use as test items. For example, an application itemin the text might require students to analyze a child's errors during an oral reading of a sentence.For a test item, the instructor might substitute a new sentence with different errors and ask thestudent to analyze the errors.*Role-playing suggestions. These activities are designed to simulate classroom situationsand provide students practice in applying the teaching procedures. Although detailedsuggestions are given only for the sounding out format, any of the teaching procedures can beused in role-playing activities.The text and this instructor's guide may be used for both preservice with teachers intraining and inservice with experienced teachers. The information covered in the text enables theinstructor to use the book in a reading methods course (for general or special education) or amore in-depth remedial reading course. For use in a methods course, the instructor might focuson the descriptions of major critical reading skills and the implications of a direct instructionapproach to teaching reading. For a more specialized course, the instructor will want to focus onthe in-depth procedures for teaching. Because of the large amount of information presented inthe text, it might be used over two quarters. The first term would focus on the beginning andprimary stages (Kindergarten through third grade); the second term would focus on theintermediate stage (fourth through eighth grade).

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viGeneral Recommendation1.Begin some classes with a short quiz that includes one or two study or applicationquestions. This recommendation is based on the results of a study conducted by the authors.After teaching a reading methods course using various techniques, the authors conducted aquestionnaire study to determine the effects of various in-class activities. Unannounced quizzeson assigned material were perceived by students as being of benefit to them.2.Review the study questions. The study questions are designed to focus greater attentionon the more critical information. Because nearly all the study questions are literal, students canlocate the answers to the questions directly in the text; so there is no need to review all of thestudy questions assigned. Ask students if they have any particular questions about studyquestions.3.Review the application exercises. Ask for volunteers to read their answers. The answersto application exercises appear by section in this guide.4.Conduct role playing or other activities in which students must respond. There areseveral types of role playing activities. The first involves the teacher modeling and testing letter-sound correspondences. We recommend that, if possible, teachers demonstrate the soundcorrespondences for letters and provide in-class practice time for students. Each student shouldbe tested on his or her ability to produce sounds. A second type of role playing activity involvesthe instructor demonstrating how to present key formats and making corrections. If possible,students should be “checked out” individually on their ability to present certain formats. If theinstructor has not had previous direct instruction teaching experience, videotapes or lecturers canbe used, or someone with direct instruction experience should be invited to provide ademonstration.5.Review any supplementary assignments. The supplementary assignments are listed bysection in this guide. Most of these assignments involve student examination, evaluation, andmodification of commercially prepared materials. When possible, guest lectures can bescheduled in which other instructors or representatives of commercial reading programs areinvited to make presentations in their area of specialization.6.Preview the assignment for the next class. The assignment should include the pages to beread in the text as well as study and application questions. (The application questions appear inthe text at the end of each section. The study questions appear at the end of this instructor'sguide-they must be duplicated.) Role playing and supplementary assignments should also bemade.

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7PART 1–PERSPECTIVEChapter 1: Perspective on Reading InstructionStudy Questions1.If teachers are to effectively and efficiently teachreading, they must be knowledgeable in sixareas. List them.2.Direct Instruction is particularly important for instructionally-naive students. What threecharacteristics do the authors list in their definition of instructionally-naive students?3.Briefly describe each of the four viewpoints discussed in this chapter regarding improvingstudents' performance in reading.4.What three problems do the authors see with solutions to reading problems proposed by thegeneralists?5.What is the role of the teacher in the constructivist orientation?6.Describe the difference between how children learn to speak and how children learn to read.7.Describe the major difference between the Direct Instruction orientation and the otherorientations.8.Describe what the term Direct Instruction with a capital D and I refers to in regard tocurriculum and implementation.9.Briefly describe Project Follow Through and its findings on Direct Instruction.10.Describe what the term direct instruction with a lower case d and i refers to.11.What are the ten variables associated with student academic success that Rosenshine includedin his summary of direct instruction?Study Question Answers—Chapter 11.If teachers are to effectively and efficiently teach reading, they must be knowledgeable in sixareas. List them.•The essential skills or objectives that make up the reading process and the procedures forteaching those skills.•The sequence in which the essential skills can be introduced..•The procedures for evaluating, selecting, and modifying reading programs to meet the needsof all the students in their classrooms.•The techniques for effectively presenting lessons, including techniques for pacing tasks,motivating students, and diagnosing and correcting their errors.•The types of assessments to use during the school year.•How to use the information from assessments to establish an instructional program and makenecessary and timely adjustments.

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8•How to organize classrooms to maximize the amount of time students spend engaged inreading instruction.2.Direct Instruction is particularly important for instructionally-naive students. What threecharacteristics do the authors list in their definition of instructionally-naive students?•Students do not readily retain newly presented information.•Students are easily confused.•Students have difficulty attending to an instructional presentation.•Briefly describe each of the four viewpoints discussed in this chapter regarding improvingstudents' performance in reading.Thefirst, the pessimist’s viewpoint, states that the schools can do little unless the student’sphysical make-up or home and social environment is altered. The second, the generalist’sviewpoint, states that the schools can improve reading performance by developing a widerange of abilities that supposedly underlie reading. The third, a constructivist or wholelanguage viewpoint, holds the individual reader’s construction of meaning as central toreading, and views phonics and the “decoding” of words as strategies that trivialize thepurpose of reading. The fourth, a direct-instruction viewpoint, assumes that if teachers analyzetasks to be learned thoroughly, sequence instruction carefully, construct clear instructionalpresentations, and provide systematic practice, review, and application, teachers will be ableto provide children withan approach that will increase their probability of becomingsuccessful readers.3.What three problems do the authors see as solutions to reading problems proposed by thegeneralists?•They draw attention away from the quality of reading instruction. Instead of looking at theway reading is taught, general skills such as visual perception are stressed.•Proposed solutions often inadvertently result in students receiving less actual readinginstruction than in a normal situation.•Data from research reviews do not support a generalist viewpoint.4.What is the role of the teacher in the constructivist orientation?The teacher’s role is viewed much more as a facilitator or guide for the reading process and not assomeone whose direct actions have a direct and instrumental influence on students’ learning.5.Describe the difference between how children learn to speak and how children learn to read.Speech is primarily biological. Humans possess a predisposition for its development, whereaslearning to read is gaining knowledge of and practice with an agreed-upon convention for thewritten representation of language known as the alphabetic writing system.6.Describe the major difference between the Direct Instruction orientation and the otherorientations

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9Direct instruction requires that teachers take responsibility for student performance. When astudent is not performing or progressing at desired levels, the teacher examines the way theteacher has provided instruction and the exact difficulties that the student is having in an effort toimprove instruction.7.Describe what the term Direct Instruction with a capital D and I refers to in the design of acurriculum and its implementation.Direct Instruction with a capital D and a capital I refers to instructional programs authored byEngelmann and his colleagues and primarily published by SRA. The term Direct Instruction alsorefers to the school-wide implementation model that Engelmann has developed and refined overthe past decades to foster successful implementation of the instructional materials he created. TheDirect Instruction Model includes professional development (both in-service and in-classcoaching), grouping and scheduling guidelines, assessment (including screening and progressmonitoring), systems to make adjustments when progress is not at desired levels, motivationalprocedures, and leadership elements for principals and district leaders.8.Briefly describe Project Follow Through and its findings on the Direct Instruction Model.Project Follow Through was a federally funded 16-year study called Follow Through. In FollowThrough several major approaches to educating low-income, primary-grade students werecompared.Direct approaches were compared with approaches based on language-experience,Piaget’s stages of learning, child-development theory, discovery learning, and open education.Only students in a direct instruction approach consistently outperformed control students on basic,cognitive, and affective measures.9.Describe what the term direct instruction with a lower case d and i refers to.The term direct instruction, with lower-case initial letters, is used to refer to general teachingtechniques that have been associated with teaching that have produced gains in learning for at-riskstudents. These techniques generally utilize explicit teacher guided instructions and teachermodels and demonstrations, including guided practice and feedback.10.What are the ten variables associated with student academic success that Rosenshineincluded in his summary of direct instruction?1.high levels of student engagement2.academic focus3.teacher-directed4.carefullysequenced and structured materials5.clear goals6.sufficient time allocated for instruction7.extensive content coverage

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108.monitoring of student performance9.immediate, academically-oriented feedback to students10.structured, but not authoritarian, teacher-student interactions

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11Chapter 2: A Model of Reading InstructionStudy Questions1.What is the National Reading Panel? Describe its conclusions and explain why they wereimportant?2.What are the five essential components of effective reading instruction as identified by theNRP?3.What does phonics instruction teach?4.Define graphemes and phonemes.5.What is the "alphabetic principle"?6.What are the 5 characteristics of scientifically-based reading research?7.When is instruction explicit?8.When is instruction systematic?9.What happens during the pre-reading stage?10.Describe the finding of Hart and Risley and what important factor their findings explain.11.What is meant by “breaking the code”?12.What is the difference between the early part of the beginning reading stage and the laterpart of the beginning reading stage?13Why is the beginning reading stage very important?

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12Study Question Answers—Chapter 21.What is theNational Reading Panel? Tell what its conclusions were based on and explainwhy they were important.The NRP was convened in 1997 in response to a congressional directive to review the scientificliterature and determine the most effective ways to teach children to read. The panel identifiedapproximately 100,000 studies. From those studies, they selected for further review theexperimental and quasi-experimental studies that met rigorous scientific standards. The panel'sconclusions were based on the evidence from those scientific studies, which makes it veryimportant.2.What are the five essential components of effective reading instruction as identified by theNRP?1.Phonemic Awareness Instruction2.Phonics Instruction3.Fluency Instruction4.Vocabulary Instruction5.Text Comprehension Instruction3.What does phonics instruction teach?Phonics instruction teaches the relationships between the letters of written language (graphemes)and the individual sounds of spoken language (phonemes). It also teaches how theserelationships are used to read and write words.4.Define graphemes and phonemes.Graphemes are the letters of an alphabetic written language. Phonemes are the individualsounds of spoken language.5.What is the "alphabetic principle"?The alphabetic principle refers to the understanding that written letters correspond to spokensounds and that the correspondences are systematic and predictable.6.What are the 5 characteristics of scientifically-based reading research?Scientifically-based reading research:•Applies rigorous, systematic, and objective procedures to obtain valid knowledge relevantto reading development, reading instruction, and reading difficulties.•Employs systematic, empirical methods that draw on observation or experiment.

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13•Involves rigorous data analyses that are adequate to test the stated hypotheses and justifythe general conclusions drawn.•Relies on measurements or observational methods that provide valid data acrossevaluators and observers and across multiple measurements and observations.•Has been accepted by a peer-reviewed journal or approved by a panel of independentexperts through a comparably rigorous, objective, and scientific review.7.When is instruction explicit?Instruction isexplicit when the teacher clearly models or demonstrates (and, if needed, explains)what she wants students to learn. The teacher focuses precisely on what she wants students tolearn. The teacher clearly reveals the concepts and rules she is presenting through modeling andrunning commentary to students.8.When is instruction systematic?Instruction is systematic when it includes a: (1) planned, logically progressive sequence ofknowledge units (e.g., a carefully selected set of letter–sound relationships introduced into alogical sequence), (2) clearly defined objectives (stated in terms of what students will do) for eachknowledge unit, (3) planned distribution of practice to build fluency and retention, and (4)planned work on new examples (e.g., words, text) to foster application or generalization ofpreviously taught knowledge.9. What happens during the pre-reading stage?The pre-reading stage can be characterized as the time before children begin school,when they learn to understand and use spoken language and develop a beginning understandingof the sound structure of words.10. Describe the findings of Hart and Risley and what important factor their findings explain.Hart and Risley used the data from their observations to calculate that children of professionalsover the first four years of life heard approximately 48 million words. In contrast, children in lowsocioeconomic homes heard only 13 million words (1995). Differences in parent–childinteractions explain the great gaps in vocabulary acquisition often seen when children enterkindergarten.11. What is meant by “breaking the code”?Breaking the code refers to children learning the relationships between letters and thesounds that they represent, and begin able to apply this knowledge to read words.12.What is the difference between the early part of the beginning reading stage and the laterpart of the beginning reading stage?During the early part of the beginning stage, children learn the relationships between individualletters and the sounds the letters represent and learn how to use this information to accuratelyread individual words and then words in text.The latter part of the beginning reading stage refers

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14to the time when phonics instruction expands from a focus on individual letters that make up aword to groups of letters.13.Why is the beginning reading stage very important?Children who do not make major steps in breaking the code by the end of first grade aregreatly at risk of encountering ongoing frustration and failure in upper grades.

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15Chapter 3: Classroom Reading InstructionStudy Questions1.How does having a well-constructed reading program help a teacher when teaching lessons?2.What is a major advantage and a major disadvantage of comprehensive core readingprograms?3.How are comprehensive core programs published in 2002 and after different than previouslypublished programs?4Even though comprehensive core reading programs published in 2002 and after are morealigned with the research, there are problems that detract from their effectiveness with at-riskchildren. Indicate three of these problems.5.Indicate when the use of supplemental materials can be problematic for the child functioningbelow grade level.6.Intervention programs and materials designed for children performing below grade level mustbe highly ________________.7.Describe the two types of intervention materials.8.Howis an intervention-program different than a comprehensive core program in regard tocontent that is taught?9.What is the most powerful evidence of the potential effectiveness of a reading program?10.Many comprehensive core reading programs will need modifications to meet the needs of at-risk students. List six common problems that will require modification.11.Explain the potential major problem of checklist systems that were used for examining areading program.12.What does a screening assessment administered at the beginning of the year tell the teacher?13.What does a program specific placement assessment do?14.What is the danger of relying too heavily on screening assessment results?15.Curriculum-based assessments may indicate that children are at low risk, some risk and highrisk. What do these terms mean?16.What are program-specific progress monitoring assessments?17.Which students should be assessed most frequently during the school year?18.What is a diagnostic assessment and to whom should diagnostic assessments generally beadministered?

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1619.What is a prime consideration in allocating the number of minutes scheduled daily for readinginstruction?20.When during their school career is it best to identify children who are at-risk of readingfailure?21.What is meant by the term “student’s instructional level”?22.What is homogenous grouping?23.How can homogeneous grouping be misused?24.What are the advantages of homogenous grouping?25.What is a critical condition that must be in place for homogenous grouping to be wellimplemented throughout the school year?26.What factors should be considered in determining the number of children in an instructionalgroup?27.Where in a reading group is the best place to seat instructionally-naive students?

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17Study Question Answers—Chapter 31.How does having a well-constructed reading program help a teacher when teaching lessons?A teacher with well-constructed instructional materials can more readily concentrate on thestudents when teaching.2.What is a major advantage and a major disadvantage of comprehensive core readingprograms?The advantage of comprehensive-core programs is their inclusion of a wide range of content. Thisadvantage can also be a disadvantage if the program contains so many topics that prioritycontent does not receive deep coverage.3.How are comprehensive core programs published in 2002 and after different than previouslypublished programs?The programs published after 2002 are to some extent more aligned with the research.4Even though comprehensive core reading programs published in 2002 and after are morealigned with the research, there are problems that detract from their effectiveness with at-riskchildren. Indicate three of these problems.Most programs do not carefully control the language and vocabulary used in teacherpresentations. The rate at which new information is introduced is often too fast for a childwith a limited literacy background. Practice and review is often now sufficient.5.Indicate when the use of supplemental materials can be problematic for the child functioningbelow grade level.When there are too many different programs being used, the most instructionally naïve canend up receiving the instruction that is not aligned as different strategies and sequences areused to teach the same skills.6.Intervention programs and materials designed for children performing below grade level mustbe highly systematic and explicit.7.Describe the two types of intervention materials.1)Those that focus on just one or two components of reading instruction, and 2) those thatare more comprehensive, including skills from all five critical areas of reading instruction.8.How is an intervention-program different than acomprehensive core program in regard tocontent that is taught?An intervention-core program focuses on the more essential skills from all five areas ofreading instruction.9.What is the most powerful evidence of the potential effectiveness of a reading program?

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18The most powerful evidence regarding the potential of a reading program to be an effectiveinstructional tool is data on the student achievement that has been produced in schools thatused the program with a similar student and teacher population.10.Many comprehensive core reading programs will need modifications to meet the needs of at-risk students. List six common problems that will require modification.1.Many programs include a large number of activities that would take many hours each dayto present; however, the program does not provide clear guidance regarding which tasks arethe more essential.2.Some programs do include daily instruction in critical skills.3.Some programs do not provide clear directions to teachers on how to overtly and clearlyteach specific skills and to make instruction sufficiently interactive.4.Lack of sufficient number of assessments to help teachers in placing students in theprogram at the beginning of the school year and monitoring the extent to which the studentsare learning the content during the year.5.Introduction of new information and skills at too fast a rate. Too much is introduced atone time and too little practice is provided in order to enable students to develop masterybefore proceeding to more advanced topics.6.Some programs do not carefully control the vocabulary or syntax the teacher uses whenpresenting information to children.11.Explain the potential major problem of checklist systems that were used for examining areading program.The problem with these checklists is that the number of topics covered became the main factor inprogram selection. Thus, reading programs that provided only superficial coverage ofcritical content were given higher ratings than programs that had in-depth coverage ofcritical content because the former covered a wider range of content, though most of it wascovered superficially.12.What does a screening assessment administered at the beginning of the year tell the teacherScreening assessments are administered at the beginning of the year tell the teacher a child’sinstructional level and the number of students who are performing at, below and above grade-level performance13. What does a program specific placement assessment do?A program specific assessment indicates specifically at what lesson or level with a program astudent should be placed.14.What is the danger of relying too heavily on screening assessment results?

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19Children may perform poorly on a test given the first days of school, but then after some daysof instruction show they can perform at a much higher level than their performance on ascreening indicated.15.Curriculum-based assessments may indicate that children are at low risk, some risk and highrisk. What do these terms mean?Low risk students are likely to be successful in the future given normal instruction.Some risk students will need some extra instruction to be successful.High-risk students will need highly intensive and highly systematic and explicit program ofinstruction in order to be successful.16.What are program-specific progress monitoring assessments?Program-specific progress monitoring assessments are designed to indicate whether children arelearning what is being taught in the program.17.Which students should be assessed most frequently during the school year?Students at high risk.18.What is a diagnostic assessment and to whom should diagnostic assessments generally beadministered?Diagnostic assessments are in-depth assessments designed to provide a teacher with informationon how a student performs on a wider range of critical skills than a screening test orprogress-monitoring test provides. Diagnostic assessments are given to students who arebelow grade level at the beginning of the school year and to students who struggle during theschool year.19.What is a prime consideration in allocating the number of minutes scheduled daily for readinginstruction?In allocating the number of minutes that is to be scheduled daily for reading instruction, a primeconsideration should be how much content and information students need to learn in order toreach grade-level performance standards.20.When during their school career is it best to identify children who are at-risk of readingfailure?Children who are at-risk of reading failure need to be identified when beginning kindergarten (orideally preschool). An intensive program of instruction that begins in kindergarten can have apowerful effect on a student’s academic career by avoiding failure.21.What is meant by the term “student’s instructional level”?When a student is at his or her instructional level, the student has sufficient knowledge of earliercontent so that the students can reasonably be brought to mastery on new content while

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20maintaining a reasonable success rate. A student is usually at his or her instructional levelwhen the student can respond with about an 85% success rate to all exercises in the lessonand can readily be brought to 100% accuracy on all exercises by the end of the lesson.22. What is homogenous grouping?Homogenous grouping involves creating instructional groups in which all children are at thesame instructional level.23.How can homogeneous grouping be misused?Homogeneous grouping is misused when it leads to tracking where lower-performing students areplaced and maintained in settings that do not bring out their full potential to learn.24.What are the advantages of homogenous grouping?If used well, homogeneous grouping can lead to acceleration of student progress and highersuccess levels for students. Acceleration is possible because during the small group, the childcan be more actively involved, and the teacher does not have to make significant compromisesin between meeting the needs of higher performers and lower performers. Higher successlevels are possible because the teacher will more readily be able to spot and immediatelycorrect any confusion or misinterpretation a student makes.25.What is a critical condition that must be in place for homogenous grouping to be wellimplemented throughout the school year?A critical condition that must be in place for homogenous grouping to be well implemented is thatplacement in groups must be flexible. That means that during the school year a child'splacement in a group is not fixed, but will be changed based on the child's periodicperformance.26.What factors should be considered in determining the number of children in an instructionalgroup?The number of children in an instructional group should depend on the instructionalsophistication of the students. Children who are instructionally sophisticated, attentive toteacher's instruction and not likely to become confused easily can be taught in instructionalgroups with more children. Children who are less attentive to teacher instruction, more likelyto be easily distracted and are likely to need more practice trials to master content should bein instructional groups composed of fewer children.27.Where in a reading group is the best place to seat instructionally-naive students?More distractible students should be seated closest to the teacher to make it easier for the teacherto monitor their performance and give encouraging pats or handshakes.

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21Chapter 4: Delivery of InstructionStudyQuestions1.Even with a well-designed instructional program, teachers will have to make adjustmentsto instruction based on information from which two sources?2.List six aspects of the program design components of direct instruction.3.How should objectives be stated?4.Why is it important to evaluate objectives according to their usefulness?5.Instructional programs, whenever possible, should teach students to rely on strategiesrather than on requiring them to __________________.6.Whatdoes a format include?7.Why should teachers plan out formats for teaching a skill before presenting readinglessons?8.What are two important factors in constructing a format?9.What are two problems that result when a format attempts to teach more than one newskill at a time?10.Describe the two types of formats that appear in this text.11.Examples are appropriate if the student can use a known strategy and information that wastaught previously to come up with the correct answer. True or False12.How are the examples selected for discrimination exercises? What examples should beincluded?13.Below are descriptions of 5 things a teacher did in creating a reading program. For eachaction, write the number of the sequencing guideline below that was utilized.14.What is the most critical sequencing principle?15.A pattern of massed or concentrated practice when a skill is first introduced followed bysystematic review is critical for developing 1) ________ 2) ________ 3) ________.16.What is a difference between how student responses are monitored during a lesson byprimary level teachers and by intermediate level teachers?17.Why is much of the instruction in the learning-to-read stage suitable for unisonresponding? Oral responding?18.What are two advantages of unison oral responding?

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2219.What is a signal? What situation does the signal procedure help avoid during small groupinstruction.20.Describe each of the three steps in the unison response signaling procedure.21.What is the essential characteristic of any good signal? How does that affect studentresponse?22.When teachers are familiar with their material, what two things will they be able to do thatwill make instruction more effective?23.The critical aspect of pacing is the time lapse between when students respond and whenthe teacher gives the directions for the next question. The directions for the next question or the___________ to the current task should come _______________.24.Tell what information a teacher can get by watching a student's mouth and eyes duringgroup instruction.25.Explain how a teacher can focus primarily on the responses of lower-performing studentsduring small-group instruction.26.During group instruction, teachers should generally give individual tests only after all thegroup as a whole appears to have mastered examples. Explain why.27.Individual turns are given to each student after every task. True or False?28.The sooner a teacher detects a student's confusion, the easier it will be to remediate thatconfusion. Explain why.29.List the five steps that may be included in a correction procedure.30.If a student makes an error during unison responding or during individual turns, to whomis the correction procedure directed?31.What is meant by the term “teaching to mastery?”32.How is the correction procedure for higher order tasks different than that for simplertasks?33.What are the two basic steps in motivating students who do not come to school with anintrinsic desire to read?34.What kind of on-going information is key to maximizing progress of all students?35.What is the difference between mastery teaching during whole class and during smallgroup instruction?

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23Study Question Answers—Chapter 41.Even with awell-designed instructional program, teachers will have to make adjustmentsto instruction based on information from which two sources?1.Information provided through day-to-day student performance.2.Information provided through progress-monitoring assessments.2.List six aspects of the program design components of direct instruction.1.Specifying objectives2.Devising instructional strategies3.Developing teaching procedures4.Selecting examples5.Sequencing skills6.Providing practice and review3.How should objectives be stated?Objectives should be stated as specific observable behaviors.4.Why is it important to evaluate objectives according to their usefulness?Objectives of a program should be carefully evaluated according to their usefulness. Sinceteaching time is limited, skills should be listed in order of importance, with essential skills beingtaught first.5.Instructional programs, whenever possible, should teach students to rely on strategiesrather than on requiringthem to memorize information.6.What does a format include?The formats include directions on what the teacher and the students are to say and do.7.Why should teachers plan out formats for teaching a skill before presenting readinglessons?Detailed formats planned in advance of teaching allow the teacher to focus their full attention onthe students' performance.8.What are two important factors in constructing a format?Formats must be carefully constructed so that (1) the teacher's explanations can be easilyunderstood by the students and (2) they contain only one new skill.

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249.What are two problems that result when a format attempts to teach more than one newskill at a time?1.When students have to learn two new skills at the same time, they are more likelyto fail because the learning load is twice as great as when one new skill is introduced.2.When students fail, the teacher cannot readily tell which skill caused the failure;this makes diagnosis and remediation difficult.10.Describe the two types of formats that appear in this text.1)The introductory format, in which a teacher introduces new information ordemonstrates the steps in a strategy and thenprovides structured guided practice in applying thestrategy2)The discrimination format, in which a teacher presents a set of examples that providepractice on applying the new strategy or identifying the new concept or piece of information frompreviously introduced strategies, concepts, and pieces of information that are similar11.Examples are appropriate if the student can use a known strategy and information that wastaught previously to come up with the correct answer. True or FalseTrue12.How are the examples selected for discrimination exercises? What examples should beincluded?Selecting appropriate examples for discrimination exercises involves creating a mix of examples.In addition to examples applicable to the new strategy, other examples must also be included.These other examples review previously taught strategies and are in some cases similar to thenew examples. A range of examples is necessary so that students are required to differentiatewhen to use the new strategy and when to use previously taught strategies.13.Below are descriptions of 5 things a teacher did in creating a reading program. For eachaction, write the number of the sequencing guideline below that was utilized.A.A teacher presents three letter words before six letter words. (4)B.The teacher presents the word are months before presenting the word stew. (3)C.The teacher presents the sound of the letter m before introducing the words mat,mud, and mid. (1)D.The teacher presents the words were and where weeks apart. (5)E.The teacher presents the word chart before the word chef. (2)Sequencing guidelines1.Preskills of a strategy are taught before the strategy itself is presented.

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252.Instances that are consistent with the strategy are introduced before exceptions.3.High utility skills are introduced before less useful ones.4.Easy skills are taught before more difficult ones.5.Strategies and information that are likely to be confused are not introduced at thesame time.14.What is the mostcritical sequencing principle?The most critical sequencing principle is teaching components of a strategy before the entirestrategy is introduced.15.A pattern of massed or concentrated practice when a skill is first introduced followed bysystematic review is critical for developing:1) accuracy, 2) fluency, and 3) retention.16.What is a difference between how student responses are monitored during a lesson byprimary level teachers and by intermediate level teachers?During early reading instruction, the teacher listens to oral responses and watches children'smouths to see how they are pronouncing words.Monitoring in the later grades focuses more on the teacher reviewing student written work, andproviding a combination of oral and written feedback.17.Why is much of the instruction in the learning-to-read stage suitable for unisonresponding? oral responding?Most tasks have just one correct answer.18.What are two advantages of unison oral responding?1.All students actively practice each skill throughout an instructional period.2.Unison responses provide the teacher with frequent information about eachstudent’s progress.19.What is a signal? What situation does the signal procedure help avoid during small groupinstruction.A signal is a cue given by the teacher that tells students when to make a unison response. Theeffective use of signals allows participation by all students, not just the higher performers who, ifallowed, tend to dominate the lower performing students.20.Describe each of the three steps in the unison response signaling procedure.1.The teacher gives directions.2.The teacher provides a thinking pause.3.The teacher cues the response.

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2621.What is the essential characteristic of any good signal? How doesthat affect studentresponse?The essential characteristic of any good signal is its clarity. The signal must be given so thatstudents know exactly when they are expected to respond. If a signal is not clear, students will notbe able to respond together.22.When teachers are familiar with their material, what two things will they be able to do thatwill make instruction more effective?Teachers who are well versed with their materials will not only be able to teach at a more livelypace, but will also be able to focus their attention more fully on the students' performance.23.The critical aspect of pacing is the time lapse between when students respond and whenthe teacher gives the directions for the next question. The directions for the next questionor thecorrection to the current task should come immediately.24.Tell what information a teacher can get by watching a student's mouth and eyes duringgroup instruction.By watching the mouth, the teacher can determine if children have positioned their lips andtongue in the position necessary to produce the correct response. The teacher watches the eyes ofthe children to determine if they are attending.25.Explain how a teacher can focus primarily on the responses of lower-performing studentsduring small-group instruction.The teacher arranges the students’ seats so that the children who are more likely to havedifficulty are seated in or near the center of the group. She watches them for two or threeresponses and then shifts her attention to the students on the left side of the group for a responseor two. Then she shifts her attention back to the students in the middle for several responsesbefore watching the students on the right side. By always returning to the students in the middleand watching them respond, the teacher monitors their responses about twice as often asresponses of the higher-performing students seated on either side.26.During group instruction, teachers should generally give individual tests only after all thegroup as awhole appears to have mastered examples. Explain why.The teacher gives individual turns when the teacher feels the group has mastered all the steps in aformat. By providing adequate group practice before calling on individuals, the teacher avoidsneedlessly embarrassing a student.27.Individual turns are given to each student after every task. True or False?False.28.The sooner a teacher detects a student's confusion, the easier it will be to remediate thatconfusion. Explain why.The sooner a teacher detects an error the easier it will be to remedy that error. Each day astudent’s confusion goes undetected the student is, in essence, receiving practice doing something

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27the wrong way. For each day a student remains confused, a teacher may have to spend severaldays reteaching that skill to ameliorate the confusion. Thus, careful monitoring is a prerequisitefor efficient instruction.29.List the five steps that may be included in a correction procedure.The correction procedure for incorrect responses during small-group instruction in the primarygrades consists of as many as five steps: model, lead, test, firm up, and delayed test.30.If a student makes an error during unison responding or during individual turns, to whomis the correction procedure directed?Corrections are directed to the entire group.When an individual makes an error, the teacherdoes not single out the child, but directs the correction the group and has the entire grouprespond.31.What is meant by the term “teaching to mastery?”Teaching to mastery enables all children to master all the content as they progress from task totask and lesson to lesson. This process is referred to as teaching to mastery.32.How is the correction procedure for higher order tasks different than that for simplertasks?The correction procedure for higher order tasks is somewhat different in that rather thanmodeling the answer, the teacher would lead the students through a series of thinking steps (e.g.,Think Aloud) to determine the answer.33.What are the two basic steps in motivating students who do not come to school with anintrinsic desire to read?1.A first step in motivating these students is demonstrating to them that they cansucceed in reading. This is done by carefully designing and effectively presenting lessons.2.Second, the teacher should provide high level reinforcement for being attentiveand participating in instruction. At first, with younger students, she may use extrinsicrewards such as physical contact, pats, and handshakes or types of token34.What kind of on-going information is key to maximizing progress of all students?Using information from assessments and from student performance during lessons to informinstruction is key to maximizing progress for all students.35.What is the difference between mastery teaching during whole class and during smallgroup instruction?During whole class instruction, if there are children who are performing significantly below themajority of the class, the teacher would not spend inordinate amounts of time during whole-classinstruction repeating tasks until these children are firm. This repetition could result in other

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28children becoming inattentive and embarrass the children having difficulty. Instead, the teacherwould work with the struggling students during a small group session at another time.

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29PART 2-BEGINNING READING: THE FIRST MONTHS OF INSTRUCTIONChapter 5: An Overview of Beginning ReadingStudy Questions1.What do the authors refer to as the beginning reading stage?2.How long may the beginning stage last?3.What is meant by the "most common sound" of a letter?4.What is a continuous sound? What is a stop sound?5.What is the difference between regular words and irregular words?6.What is aconsonant blend?7.Classify each word as cvc, cvcc, ccvc, ccvcc.1.bled2.sad3.tramp4. last8.What is the basic difference between code-emphasis and meaning-emphasis programsduring the beginning stage?9.Describe how the whole language approach is the same and how if differs from the earlier“look say” programs.10.In a meaning-emphasis approach, what strategies are students encouraged to use to readwords?

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30Study Question Answers—Chapter 51.What do the authors refer to as the beginning reading stage?The beginning reading stage refers to the period when students are learning the first severalhundred words presented in the classroom reading program.2.How long may the beginning stage last?Some students may come to school able to read many words. For these students, little instructionmay be needed for them to complete the beginning stage. Other students will enter school withvery little ability to read words. These students may require anywhere from 6 months to 1 year ofinstruction before completing the beginning stage.3.What is meant by the "most common sound" of a letter?The most common sound of a letter is the sound that a letter most usually represents when itappears in a short, one-syllable word.4.What is a continuous sound? What is a stop sound?A continuous sound is a sound that can be said for several seconds without distorting the sound.A stop sound can be said for only an instant.5.What is the difference between regular words and irregular words?A regular word is any word in which each letter represents its respective, most common sound.For example, the words am, cat, mud, best, and flag are regular words because each letterrepresents its most common sound.During the beginning reading stage, any word in which one or more letters does not represent itsmost common sound will be considered an irregular word. The word was is irregular because thelettersaandsdo not represent their most common sounds.6. What is a consonant blend?A consonant blend occurs when 2 or 3 consonants appear consecutively in a word and eachconsonant represents its most common sound.7.Classify each word as cvc, cvcc, ccvc, ccvcc.1.bled (ccvc)2.sad (cvc)3.tramp (ccvcc)4.last(cvcc)8.What is the basic difference between code-emphasis and meaning-emphasis programsduring the beginning stage?

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31Code-emphasis programs initially select words made up of letters and letter combinationsrepresenting the same sound in different words. In contrast, meaning-emphasis programs initiallyselect words that appear frequently in print regardless of their letter-sound irregularity. Unlikethe code-emphasis programs, the meaning-emphasis programs do not control words so that thesame letter represents the same sound in most initially appearing words9.Describe how the whole language approach is the same and how if differs from the earlier“look say” programs.In whole language, words are not systematically introduced; instead, authentic literature isselected, and students are to read whatever words are in the text. Introduction of words is notsystematic. The “look-say” programs introduced words in a specified sequence and words weresystematically reviewed. Neither program introduces words based on letter-soundcorrespondence10.In a meaning-emphasis approach, what strategies are students encouraged to use to readwords?Students are encouraged to use a variety of strategies: looking at pictures, using the context ofthe story, looking at the initial letter or the configuration of the word.

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