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The Illinois Learning Standards for English Language Arts and Literacy include teaching students at the fourth-grade level how to use context, Greek and Latin roots, and reference materials to promote vocabulary acquisition. Which of the following statements best explains how these strategies contribute to students' overall reading development and will help them develop college and career readiness in vocabulary? A. Students need to develop a variety of independent word-learning strategies to deal with the volume of new words they will encounter in wide reading. B. Students need to develop an awareness of new words they may encounter in their reading so that they will be able to retain them effectively in the future. C. Students need to develop an ability to spell and properly pronounce words that they may need to apply in their future speaking and writing endeavors. D. Students need to develop knowledge of a range correct answers A. Students need to develop a variety of independent word-learning strategies to deal with the volume of new words they will encounter in wide reading. Contextual analysis, structural analysis, and the use of reference materials are all powerful word-learning strategies. Students will encounter thousands of unfamiliar vocabulary words throughout their school years and beyond. To achieve academically across the curriculum and communicate effectively in their future careers, students need to be able to both comprehend and use these words effectively. Time constraints make it impossible for teachers to explicitly teach students every grade-level academic word they need to know, let alone all the words they will need in the future. Therefore, to ensure that students are college and career ready, teachers must help students develop a repertoire of strategies for determining the meaning of unfamiliar vocabulary they will encounter across the curriculum and beyond the classroom. A first-grade teacher is working with a small group of emergent readers and would like to promote their ability to identify the final consonant sound in spoken words. Which of the following student activities would best promote achievement of this goal? A. writing all the words they know that end in the same final sound and reading the words aloud B. circling the last letter of each word on a list of grade-level words and saying the letter's name aloud C. saying aloud the words depicted on picture cards and sorting the cards by the last sound in each word D. reading a simple grade-level poem aloud and segmenting the onsets and rimes of the final word in each line correct answers C. saying aloud the words depicted on picture cards and sorting the cards by the last sound in each word To identify final consonant sounds in spoken words, the students need to be able to isolate, or segment, those sounds. In the picture sorting activity described, the teacher is having students isolate the final consonant sound of each pictured word, thereby providing the students with practice in phonemic segmentation and final sound identification. In order to sort each card accurately, the student must focus on the final sound of the word represented by the picture. The use of picture (word) sorts for developing and practicing phonemic awareness skills is a best practice with emergent readers because it promotes learning through multiple modalities. Students see the picture, say the name of the pictured word, and must listen carefully to its