WGU C 909 EXAM SCRIPT 2025 QUESTIONS AND ANSWERS
RATED A+
✔✔Code/Decoding - ✔✔The code is the systematic use of symbols, in reading the
symbols are letters and punctuation, the system is the spelling and the syntax of the
language, so decoding is turning the written symbols into language
✔✔Phases of Decoding - ✔✔Pre-alphabetic
Partial alphabetic
Full alphabetic
Consolidated alphabetic
Automatic
✔✔Decoding - ✔✔For below level readers: (improves word recognition, spelling, and
comprehension)
For students who struggle with fluency: (being able to decode words effortlessly allows
students to concentrate on comprehending what they read)
✔✔Phoneme - ✔✔Smallest unit of sound in our spoken language (pronouncing cat
involves 3 phonemes: k/ae/t
✔✔Grapheme - ✔✔letter or group of letters representing a speech sound (b, ch, sh, igh,
eigh)
✔✔Onset - ✔✔An initial consonant or consonant cluster (in name, n is the onset, in
blue, bl is the onset)
✔✔rime - ✔✔The vowel or the vowel and consonant that follow the onset, in the word
name, ame is the rime)
✔✔digraph - ✔✔two letter that represent one speech sound (sh, ch, th, ph)
✔✔vowel diagraph - ✔✔two letters that together make one vowel sound (ai, oo, ow)
✔✔schwa - ✔✔the vowel sound heard in an unstressed syllable (the uh in cup)
✔✔morpheme - ✔✔smallest meaningful units of language
✔✔prosody - ✔✔intonation, stress, and phrasing in fluency
✔✔How can you increase vocabulary through oral reading, rereading, and vocabulary
discussion activities? - ✔✔Oral reading: the more word meanings they learn, exposes
them to new vocabulary
,Vocabulary discussion: helps students learn new words and comprehend the text
✔✔How do verbal discussions and words walls help develop vocabulary? - ✔✔Verbal
discussions: foster word consciousness
Word Walls: help students learn to read and spell words
✔✔Why is locating information in a text a good way to set a purpose for reading? -
✔✔Comprehension occurs as a result of the interaction between the reader and the
text.
Teaching selected vocabulary and concepts before students read a selection can help
them better understand and appreciate a text
✔✔Why are teaching various comprehension strategies appropriate for fluent readers? -
✔✔The strategies help students reach the goal of understanding and learning from what
they read.
These strategies will also promote deeper understanding of the stories and books that
students read.
✔✔Why is it important to provide sufficient background knowledge to improve reading
comprehension skills? - ✔✔The more you know about a topic, the easier it is to read a
text, understand it, and retain the information.
✔✔Instructional Frameworks and Procedures - ✔✔Designed to scaffold students' efforts
in their reading and understanding of various texts, thus helping them develop literacy
skills, boosting higher order thinking, while nurturing positive attitudes about reading.
✔✔Four Frameworks - ✔✔the directed reading activity (DRA),
the directed reading-thinking activity (DR-TA), scaffolded reading experience (SRE)
Guided Reading: For beginning readers in grades 1-3
✔✔Individual Procedures - ✔✔Help students better comprehend and learn from the
texts they read: story grammars or story maps, K-W-L, reading guides, discussion
webs, and semantic webbing and weaving. All these techniques promote higher-order
thinking.
✔✔How could comprehension strategies help above level readers? - ✔✔Students
should read texts at their instructional level rather than their grade level. Students who
are good at monitoring their comprehension know when they understand what they read
and when they do not. Use strategies as needed when comprehension breaks down.
, ✔✔How can metacognition help readers who are struggling with reading
comprehension? - ✔✔Metacognitive practices help students become aware of their
strengths and weaknesses. Good readers use metacognitive strategies to think about
and have control over their reading.
✔✔Reciprocal Teaching - ✔✔An instructional activity in which students become the
teacher in small group reading sessions. Teachers model, then help students learn to
guide group discussions using four strategies: summarizing, question generating,
clarifying, and predicting. Once students have learned the strategies, they take turns
assuming the role of teacher in leading a dialogue about what has been read.
✔✔Explain how reciprocal teaching can help metacognition. - ✔✔It encourages
students to think about their own thought process during reading. It helps students learn
to be actively involved and monitor their comprehension as they read. It teaches
students to ask questions during reading and helps make the text more
comprehensible.
✔✔Why is a test/quiz a good formative assessment? - ✔✔They are given periodically to
determine at a particular point in time what students know and do not know.
✔✔What is a teacher doing during formative assessment? - ✔✔Criteria and goal setting
Observations
Questioning strategies
Self & peer assessments
Student record keeping
✔✔How can a formative assessment help you to differentiate instruction? - ✔✔Can help
teachers determine:
Whether instruction is being delivered at the right level and at the right pace.
How to plan future instruction that will meet students' needs.
How students should be grouped for instruction so that each student receives
instruction at the right level of difficulty.
Which students need individual support.
✔✔How can a book walk and asking questions be an appropriate formative
assessment? - ✔✔Asking questions allows an opportunity for deeper thinking and
provides teachers with significant insight into the degree and depth of understanding.
✔✔How does a summative assessment help to determine mastery of a skill? - ✔✔They
are spread out and occur after instruction every few weeks, months, or once a year,
summative assessments are tools to help evaluate the effectiveness of programs,
RATED A+
✔✔Code/Decoding - ✔✔The code is the systematic use of symbols, in reading the
symbols are letters and punctuation, the system is the spelling and the syntax of the
language, so decoding is turning the written symbols into language
✔✔Phases of Decoding - ✔✔Pre-alphabetic
Partial alphabetic
Full alphabetic
Consolidated alphabetic
Automatic
✔✔Decoding - ✔✔For below level readers: (improves word recognition, spelling, and
comprehension)
For students who struggle with fluency: (being able to decode words effortlessly allows
students to concentrate on comprehending what they read)
✔✔Phoneme - ✔✔Smallest unit of sound in our spoken language (pronouncing cat
involves 3 phonemes: k/ae/t
✔✔Grapheme - ✔✔letter or group of letters representing a speech sound (b, ch, sh, igh,
eigh)
✔✔Onset - ✔✔An initial consonant or consonant cluster (in name, n is the onset, in
blue, bl is the onset)
✔✔rime - ✔✔The vowel or the vowel and consonant that follow the onset, in the word
name, ame is the rime)
✔✔digraph - ✔✔two letter that represent one speech sound (sh, ch, th, ph)
✔✔vowel diagraph - ✔✔two letters that together make one vowel sound (ai, oo, ow)
✔✔schwa - ✔✔the vowel sound heard in an unstressed syllable (the uh in cup)
✔✔morpheme - ✔✔smallest meaningful units of language
✔✔prosody - ✔✔intonation, stress, and phrasing in fluency
✔✔How can you increase vocabulary through oral reading, rereading, and vocabulary
discussion activities? - ✔✔Oral reading: the more word meanings they learn, exposes
them to new vocabulary
,Vocabulary discussion: helps students learn new words and comprehend the text
✔✔How do verbal discussions and words walls help develop vocabulary? - ✔✔Verbal
discussions: foster word consciousness
Word Walls: help students learn to read and spell words
✔✔Why is locating information in a text a good way to set a purpose for reading? -
✔✔Comprehension occurs as a result of the interaction between the reader and the
text.
Teaching selected vocabulary and concepts before students read a selection can help
them better understand and appreciate a text
✔✔Why are teaching various comprehension strategies appropriate for fluent readers? -
✔✔The strategies help students reach the goal of understanding and learning from what
they read.
These strategies will also promote deeper understanding of the stories and books that
students read.
✔✔Why is it important to provide sufficient background knowledge to improve reading
comprehension skills? - ✔✔The more you know about a topic, the easier it is to read a
text, understand it, and retain the information.
✔✔Instructional Frameworks and Procedures - ✔✔Designed to scaffold students' efforts
in their reading and understanding of various texts, thus helping them develop literacy
skills, boosting higher order thinking, while nurturing positive attitudes about reading.
✔✔Four Frameworks - ✔✔the directed reading activity (DRA),
the directed reading-thinking activity (DR-TA), scaffolded reading experience (SRE)
Guided Reading: For beginning readers in grades 1-3
✔✔Individual Procedures - ✔✔Help students better comprehend and learn from the
texts they read: story grammars or story maps, K-W-L, reading guides, discussion
webs, and semantic webbing and weaving. All these techniques promote higher-order
thinking.
✔✔How could comprehension strategies help above level readers? - ✔✔Students
should read texts at their instructional level rather than their grade level. Students who
are good at monitoring their comprehension know when they understand what they read
and when they do not. Use strategies as needed when comprehension breaks down.
, ✔✔How can metacognition help readers who are struggling with reading
comprehension? - ✔✔Metacognitive practices help students become aware of their
strengths and weaknesses. Good readers use metacognitive strategies to think about
and have control over their reading.
✔✔Reciprocal Teaching - ✔✔An instructional activity in which students become the
teacher in small group reading sessions. Teachers model, then help students learn to
guide group discussions using four strategies: summarizing, question generating,
clarifying, and predicting. Once students have learned the strategies, they take turns
assuming the role of teacher in leading a dialogue about what has been read.
✔✔Explain how reciprocal teaching can help metacognition. - ✔✔It encourages
students to think about their own thought process during reading. It helps students learn
to be actively involved and monitor their comprehension as they read. It teaches
students to ask questions during reading and helps make the text more
comprehensible.
✔✔Why is a test/quiz a good formative assessment? - ✔✔They are given periodically to
determine at a particular point in time what students know and do not know.
✔✔What is a teacher doing during formative assessment? - ✔✔Criteria and goal setting
Observations
Questioning strategies
Self & peer assessments
Student record keeping
✔✔How can a formative assessment help you to differentiate instruction? - ✔✔Can help
teachers determine:
Whether instruction is being delivered at the right level and at the right pace.
How to plan future instruction that will meet students' needs.
How students should be grouped for instruction so that each student receives
instruction at the right level of difficulty.
Which students need individual support.
✔✔How can a book walk and asking questions be an appropriate formative
assessment? - ✔✔Asking questions allows an opportunity for deeper thinking and
provides teachers with significant insight into the degree and depth of understanding.
✔✔How does a summative assessment help to determine mastery of a skill? - ✔✔They
are spread out and occur after instruction every few weeks, months, or once a year,
summative assessments are tools to help evaluate the effectiveness of programs,
