OSAT FLASHCARDS ELEMENTARY ED EXAM WITH COMPLETE
SOLUTIONS 100% VERIFIED!!!! ALREADY GRADED A+
Strategies to promote oral language - (ANSWER)1. adapt activities to include authentic talk (discussion
opportunities - Ss can contribute more than one sentence)
2. use activities that develop strong language (Ss talk to diff partners to develop stronger clearer
answers, or groups talk with other groups)
3. use strong discussion prompts (foster evaluation which is needed for ranking, prioritizing, and
choosing - use deeper questions or clarifying questions, ex. How did Civil War MOST affect southern
families?)
interview grid - (ANSWER)Students talk with one different partner each time, making their answers
stronger and clearer each time, taking minimal, if any, notes on the chart. Note that this activity can also
work using inner-outer conversation circles
Opinion Formation Cards - (ANSWER)Students receive a quotation from the text (before it's read) that
includes evidence for one side or the other of an issue. Students share their quotations and their
evolving opinions, with reasons and evidence for them.
Opinion Continuum - (ANSWER)Students share where they fall on the continuum of a two-sided issue
and why. At the end, they share if they shifted at all along the continuum based on their conversations
with partners.
strategies to get Ss to read for meaning - (ANSWER)- Give students a list of "agree or disagree
statements" about assigned texts.
Ask students to preview the statements and begin reading the text.
Ask students to indicate whether they agree or disagree with the statements based on what they read.
Have students justify their agree/disagree positions by citing appropriate evidence from the text.
choose books that appeal to reluctant readers - (ANSWER)* Appealing covers and larger print.
* format is visually appealing, artwork & illustrations realistic, interesting, & diverse.
* text written clearly (no confusing sentences or sophisticated language)
* Strong literary quality.
* opening of the novel is exciting & draws in reader.
,OSAT FLASHCARDS ELEMENTARY ED EXAM WITH COMPLETE
SOLUTIONS 100% VERIFIED!!!! ALREADY GRADED A+
* characters realistic and reader can relate to them.
* plot s/b interesting and appealing to young adult readers. Plot developed through dialogue
* literature that explores the lives of other teens
* Humor is present.
* preferrably written in 1st person POV
more Ss read better they become - (ANSWER)directly tied to improve Ss reading, must provide books
that peak S interest, must be S-centered basically _______________
phonemic awareness - (ANSWER)the ability to notice, think about, and work with the individual sounds
in spoken words. An example of how beginning readers show us they have phonemic awareness is
combining or blending the separate sounds of a word to say the word ("/c/ /a/ /t/ - cat.")
difference between phonics and phonemic awareness - (ANSWER)Phonemic awareness is the
understanding that the sounds of spoken language work together to make words. Phonics is the
understanding that there is a relationship between letters and sounds through written language.
instruct identification of phonemes - (ANSWER)1. show S printed material & talk about sounds &
structure of words (point to each letter and say each sound)
2. play letter games/phoneme substitution games
3. use auditory, visual, tactile (touch), kinesthetic (movement) representations of sounds
Provide Early Writing Activities - (ANSWER)Let your child guess how to spell words - correct? talk about
why - incorrect? provide guidance on what letters need to be changed and why
If they can't write letters - have them tell you what letters they think would make up a word, or use play-
doh, magnetic letters, blocks or the computer to make words.
Show your child how to take your thoughts and put them on paper. Use simple sentences like "I am
hungry" or "I love cats!"
,OSAT FLASHCARDS ELEMENTARY ED EXAM WITH COMPLETE
SOLUTIONS 100% VERIFIED!!!! ALREADY GRADED A+
play letter games/phoneme substitution games - (ANSWER)* take turns thinking of word, adult/child say
sound each sound in word, write down word & say each sound as point to letter
* pick word, take turns changing first or last sound in word & see how it changes
* put letters on index cards, give child a few cards, ex. t, c, a and have child manipulate to create "cat"
* play rhyming game, take turns thinking of words that rhyme, look @ words, talk about structure &
what makes them rhyme
Use auditory, visual, tactile (touch), and kenisthetic (movement) representations of sounds - (ANSWER)*
auditory cues are in play when Ss are asked to clap the # of syllables they hear in a spoken word. (Let's
clap the sounds in cat!)
* use visual/tactile cues like blocks or chips to represent each sound in a word - e.g., writing each sound
or letter on each chip and seeing how you could manipuate the chips to change the words or letters or
making letters out or play-doh and using those letters to create words, switch sounds around, etc.
* Kinesthetic cues are used when children jump as they repeat sounds, say a rhyming word, say each
sound in a word. How about using your body to make letters
identify phonemes, isolate initial, medial, and final phonemes, blending, segmenting, deleting, and
substituting phonemes - (ANSWER)phonemic awareness skills
phoneme segmentation - (ANSWER)ability to break words down into individual sounds. For example, the
learner breaks the word run into its component sounds - r, u, and n.
hear oral rhymes & alliteration, hear words in spoken sentences, hear syllables in spoken words, hear
onsets & rimes in words, hear individual phonemes in words - (ANSWER)teaching of segmenting and
blending should progress, starting at the sentence level, moving to syllable, and finally to individual
, OSAT FLASHCARDS ELEMENTARY ED EXAM WITH COMPLETE
SOLUTIONS 100% VERIFIED!!!! ALREADY GRADED A+
phonemes. Provide lots of practice at the easier level before moving on. (Kdg - drive thru blending, T
drives car between letters and Ss sound out each sound, T picks up speed each run thru)
segmenting activities - (ANSWER)Identify familiar short poems such as "I scream you scream we all
scream for ice cream!" Have children clap their hands with each word.
As children advance in their ability to manipulate oral language, teach them to segment words into
syllables or onsets and rimes. For example, have children segment their names into syllables: e.g., Ra-
chel, Al-ex-an-der, and Rod-ney.
When children have learned to remove the first phoneme (sound) of a word, teach them to segment
short words into individual phonemes: e.g., s-u-n, p-a-t, s-t-o-p.
assessments - (ANSWER)id words (represented by pics) with same first sound as target, id which of set of
words (represented by pics) has different first sound, spell 3-letter non-words, timed reading of
numbers, phoneme segmentation of short 3 letter words, delete a phoneme from 1 to 3 syllable words,
then delete a phoneme or syllable from words and say remaining part of word. id specific phonemes in
the word (beginning, middle, end)
DIBELS
establish a baseline by graphing three measurement points before the start of instruction, adding each
subsequent data point to the graph, and checking the slope of students' progress.
supports for instructional gaps - (ANSWER)Ss not acquiring segmenting: T may decide to add more
scaffolds, such as cards that the Ss can move as they segment words, thereby making segmenting
instruction more explicit, or provide students with more guided practice.
If most Ss successfully respond to instruction but a few respond poorly or not at all, the T may decide to
place these Ss in a flexible group to receive more intense instruction. T could also choose to provide
some individuals with more intense instruction throughout the day to keep them up with their peers.
SOLUTIONS 100% VERIFIED!!!! ALREADY GRADED A+
Strategies to promote oral language - (ANSWER)1. adapt activities to include authentic talk (discussion
opportunities - Ss can contribute more than one sentence)
2. use activities that develop strong language (Ss talk to diff partners to develop stronger clearer
answers, or groups talk with other groups)
3. use strong discussion prompts (foster evaluation which is needed for ranking, prioritizing, and
choosing - use deeper questions or clarifying questions, ex. How did Civil War MOST affect southern
families?)
interview grid - (ANSWER)Students talk with one different partner each time, making their answers
stronger and clearer each time, taking minimal, if any, notes on the chart. Note that this activity can also
work using inner-outer conversation circles
Opinion Formation Cards - (ANSWER)Students receive a quotation from the text (before it's read) that
includes evidence for one side or the other of an issue. Students share their quotations and their
evolving opinions, with reasons and evidence for them.
Opinion Continuum - (ANSWER)Students share where they fall on the continuum of a two-sided issue
and why. At the end, they share if they shifted at all along the continuum based on their conversations
with partners.
strategies to get Ss to read for meaning - (ANSWER)- Give students a list of "agree or disagree
statements" about assigned texts.
Ask students to preview the statements and begin reading the text.
Ask students to indicate whether they agree or disagree with the statements based on what they read.
Have students justify their agree/disagree positions by citing appropriate evidence from the text.
choose books that appeal to reluctant readers - (ANSWER)* Appealing covers and larger print.
* format is visually appealing, artwork & illustrations realistic, interesting, & diverse.
* text written clearly (no confusing sentences or sophisticated language)
* Strong literary quality.
* opening of the novel is exciting & draws in reader.
,OSAT FLASHCARDS ELEMENTARY ED EXAM WITH COMPLETE
SOLUTIONS 100% VERIFIED!!!! ALREADY GRADED A+
* characters realistic and reader can relate to them.
* plot s/b interesting and appealing to young adult readers. Plot developed through dialogue
* literature that explores the lives of other teens
* Humor is present.
* preferrably written in 1st person POV
more Ss read better they become - (ANSWER)directly tied to improve Ss reading, must provide books
that peak S interest, must be S-centered basically _______________
phonemic awareness - (ANSWER)the ability to notice, think about, and work with the individual sounds
in spoken words. An example of how beginning readers show us they have phonemic awareness is
combining or blending the separate sounds of a word to say the word ("/c/ /a/ /t/ - cat.")
difference between phonics and phonemic awareness - (ANSWER)Phonemic awareness is the
understanding that the sounds of spoken language work together to make words. Phonics is the
understanding that there is a relationship between letters and sounds through written language.
instruct identification of phonemes - (ANSWER)1. show S printed material & talk about sounds &
structure of words (point to each letter and say each sound)
2. play letter games/phoneme substitution games
3. use auditory, visual, tactile (touch), kinesthetic (movement) representations of sounds
Provide Early Writing Activities - (ANSWER)Let your child guess how to spell words - correct? talk about
why - incorrect? provide guidance on what letters need to be changed and why
If they can't write letters - have them tell you what letters they think would make up a word, or use play-
doh, magnetic letters, blocks or the computer to make words.
Show your child how to take your thoughts and put them on paper. Use simple sentences like "I am
hungry" or "I love cats!"
,OSAT FLASHCARDS ELEMENTARY ED EXAM WITH COMPLETE
SOLUTIONS 100% VERIFIED!!!! ALREADY GRADED A+
play letter games/phoneme substitution games - (ANSWER)* take turns thinking of word, adult/child say
sound each sound in word, write down word & say each sound as point to letter
* pick word, take turns changing first or last sound in word & see how it changes
* put letters on index cards, give child a few cards, ex. t, c, a and have child manipulate to create "cat"
* play rhyming game, take turns thinking of words that rhyme, look @ words, talk about structure &
what makes them rhyme
Use auditory, visual, tactile (touch), and kenisthetic (movement) representations of sounds - (ANSWER)*
auditory cues are in play when Ss are asked to clap the # of syllables they hear in a spoken word. (Let's
clap the sounds in cat!)
* use visual/tactile cues like blocks or chips to represent each sound in a word - e.g., writing each sound
or letter on each chip and seeing how you could manipuate the chips to change the words or letters or
making letters out or play-doh and using those letters to create words, switch sounds around, etc.
* Kinesthetic cues are used when children jump as they repeat sounds, say a rhyming word, say each
sound in a word. How about using your body to make letters
identify phonemes, isolate initial, medial, and final phonemes, blending, segmenting, deleting, and
substituting phonemes - (ANSWER)phonemic awareness skills
phoneme segmentation - (ANSWER)ability to break words down into individual sounds. For example, the
learner breaks the word run into its component sounds - r, u, and n.
hear oral rhymes & alliteration, hear words in spoken sentences, hear syllables in spoken words, hear
onsets & rimes in words, hear individual phonemes in words - (ANSWER)teaching of segmenting and
blending should progress, starting at the sentence level, moving to syllable, and finally to individual
, OSAT FLASHCARDS ELEMENTARY ED EXAM WITH COMPLETE
SOLUTIONS 100% VERIFIED!!!! ALREADY GRADED A+
phonemes. Provide lots of practice at the easier level before moving on. (Kdg - drive thru blending, T
drives car between letters and Ss sound out each sound, T picks up speed each run thru)
segmenting activities - (ANSWER)Identify familiar short poems such as "I scream you scream we all
scream for ice cream!" Have children clap their hands with each word.
As children advance in their ability to manipulate oral language, teach them to segment words into
syllables or onsets and rimes. For example, have children segment their names into syllables: e.g., Ra-
chel, Al-ex-an-der, and Rod-ney.
When children have learned to remove the first phoneme (sound) of a word, teach them to segment
short words into individual phonemes: e.g., s-u-n, p-a-t, s-t-o-p.
assessments - (ANSWER)id words (represented by pics) with same first sound as target, id which of set of
words (represented by pics) has different first sound, spell 3-letter non-words, timed reading of
numbers, phoneme segmentation of short 3 letter words, delete a phoneme from 1 to 3 syllable words,
then delete a phoneme or syllable from words and say remaining part of word. id specific phonemes in
the word (beginning, middle, end)
DIBELS
establish a baseline by graphing three measurement points before the start of instruction, adding each
subsequent data point to the graph, and checking the slope of students' progress.
supports for instructional gaps - (ANSWER)Ss not acquiring segmenting: T may decide to add more
scaffolds, such as cards that the Ss can move as they segment words, thereby making segmenting
instruction more explicit, or provide students with more guided practice.
If most Ss successfully respond to instruction but a few respond poorly or not at all, the T may decide to
place these Ss in a flexible group to receive more intense instruction. T could also choose to provide
some individuals with more intense instruction throughout the day to keep them up with their peers.
