PECT Prek-4 Module 2 {Questions and Answers} (2024 / 2025) (Verified Answers)

A second-grade teacher uses evidence-based flexible grouping and selects different types of texts (e.g., decodable texts, leveled texts, chapter books) for different reading groups. These practices best demonstrate the teacher's awareness of the importance of which of the following principles of effective beginning reading instruction? A. exposing students to a variety of text genres B. accommodating students' diverse linguistic backgrounds and approaches to learning C. aligning students' reading goals with state standards D. transitioning students to more challenging texts as they progress in their reading skill - ANSWER D. transitioning students to more challenging texts as they progress in their reading skill This question requires the candidate to demonstrate knowledge of best practices in early and emergent literacy and reading, including the importance of differentiating literacy instruction to address individual students' needs and their growing knowledge and skills. Providing early readers with guided practice reading connected text corresponding to their individual level of phonics knowledge is essential for promoting their ongoing fluency development. Evidence-based flexible grouping is the practice of varying the size and composition of instructional groups according to the goals of instruction and the demonstrated learning needs of individual students, as evidenced in ongoing informal assessments. Using this approach to plan reading groups allows the teacher to group together students with similar reading levels for instruction using a text at an appropriate level of challenge for those students. Furthermore, the teacher can closely monitor student progress and regularly adjust the composition of groups and assigned texts, thus transitioning individual students to more challenging texts as they progress in their reading skills A first-grade student who demonstrates mastery of phonemic blending is having difficulty sounding out and blending VC and CVC words in printed word lists and connected text. Based on this information, the student would probably benefit most from an intervention designed to improve the student's: A. development of oral reading fluency. B. awareness of key concepts of print. C. letter-sound correspondence skills. D. knowledge of high-frequency sight words - ANSWER C. letter-sound correspondence skills. This question requires the candidate to apply knowledge of interventions in phonics. Knowledge of letter-sound correspondences and phonemic blending skills is key for developing the early phonics skill of sounding out and blending simple, phonically regular VC and CVC words. Knowledge of letter-sound correspondences is required to decode the component sounds from the sequence of letters, and skill in phonemic blending is needed to combine the sounds into a single word. The student described has mastered phonemic blending, so the likely source of the student's difficulty with this task is in correctly identifying the sounds represented by the letters in the printed words.