Define the word “error” as it applies to assessing children’s oral reading.
Explain how oral-reading records help teachers learn about the cueing systems children use.
Thoroughly explain the two common patterns in children’s reading that Taberski talks about in this chapter. (attached in the files section)
Take note of the “Guidelines for Teaching Based on Text Accuracy” found on p. 50 in OSG. How does this apply to a “balanced approach to teaching reading?” (attached in the files section)
How do retellings serve as a tool to assess children’s comprehension?
Describe the procedures for asking a child to retell a text. (attached in the files section-5 procedures)