SCIENCE OF TEACHING READING (293)
EXAM STUDY GUIDE. GRADED A+.
SCIENCE OF TEACHING READING
(293) EXAM STUDY GUIDE.
GRADED A+. QUESTIONS AND
100% VERIFIED ANSWERS.
LATEST UPDATE
Based upon skills delineated in the ELAR TEKS, which of the following best
represents appropriate learning objectives for the recognition and analysis of
plot within a literary text? - Grade 1Students will describe the main events, the
problem, and the resolution in a story that is read aloud.
Grade 3Students will analyze the sequence of events, the conflict, and the
resolution in a story.
Grade 5Students will analyze the rising action, climax, falling action, and
resolution in a story.
A first-grade teacher plans a small group activity in which students will use their
knowledge of letter-sound knowledge to make words. The teacher prepares
letter cards using letters (p, n, a, t, s, l) preprinted on cardstock and cut apart.
During the small group lesson the teacher gives each student a set of cards. The
teacher has the students name each letter and its sound as a review.
Then the teacher guides the students to make the word "sat" by moving the
letter cards together. The students are then directed to make new words based
on the directions the teacher gives. For example, "Change one sound in the word
"sat" to make it say "sap". Students make a variety of words using the letters
supplied by changing, removing, or rearranging the letters as necessary according
to the teacher's directions. Each time a new word is made, the students sound
,SCIENCE OF TEACHING READING (293)
EXAM STUDY GUIDE. GRADED A+.
out and pronounce the new word.In order for the making-words activity to
successfully enhance the students' graphophonemic knowledge and word
recognition, it is important that the teacher does which of the following? -
Carefully control the words students are asked to make by only including words
that are spelled with letter-sound correspondences that students have been
taught.
Maria writes "trk" for the word truck. When considering the developmental
stages of spelling, Maria uses — - semiphonetic spelling.
In a parent/teacher conference, a second-grade teacher discussed several ways
fluency could be promoted at home. Which of the following strategies would best
help build
,SCIENCE OF TEACHING READING (293)
EXAM STUDY GUIDE. GRADED A+.
fluency at home? - A parent could encourage a child to read engaging, grade-level
material multiple times.
, SCIENCE OF TEACHING READING (293)
EXAM STUDY GUIDE. GRADED A+.
When creating lesson plans to promote specific reading skills, a fourth grade
teacher should make sure — - the targeted reading skills relate to an
appropriate instructional progression and reflect students' needs.
A fifth grade teacher would like her class to complete a book report using a
variety of media tools. Each student had to create a book trailer using
technology, including pictures, video, audio, and text. The teacher used
technology to — - communicate a message through language, medium, and
presentation.
An elementary teacher regularly makes use of flexible, heterogeneous grouping
for literacy centers and homogeneous grouping for guided reading.
Heterogeneous grouping is most likely to benefit the students in what way? -
Mixed groups allow students to help scaffold learning among peers.
A sixth-grade teacher has assigned a novel study to the students in second period.
The students were placed in cooperative groups of 5 and assigned a novel
written by the same author. Each group is expected to read and discuss the
assigned novel.
The students in each cooperative group are expected to discuss the book they
had been assigned. The goal of discussion, as an instructional strategy, is which
of the following? - Student-led discussions help students understand and
interpret literature.
A kindergarten teacher has planned the following activity to reinforce students'
ability to distinguish the initial sound in words.
The teacher prepared a brown paper bag filled with small objects. In small
groups, the students take turns drawing an object from the bag. Each student
names the object and its initial sound (e.g. I have a pencil. The first sound is /p/. I
have a fork. The first sound is /f/). What would be the most appropriate
scaffolding for an English learner who is having difficulty identifying objects and
the initial sounds? - The teacher names all the objects in the bag before having
the student participate in the task.
A sixth-grade teacher has assigned a novel study to the students in second period.
The students were placed in cooperative groups of 5 and assigned a novel
written by the same author. Each group is expected to read and discuss the
assigned novel.
Based on the above scenario, the teacher chose cooperative groups as an
approach to reading instruction. Which of the following is most likely the
EXAM STUDY GUIDE. GRADED A+.
SCIENCE OF TEACHING READING
(293) EXAM STUDY GUIDE.
GRADED A+. QUESTIONS AND
100% VERIFIED ANSWERS.
LATEST UPDATE
Based upon skills delineated in the ELAR TEKS, which of the following best
represents appropriate learning objectives for the recognition and analysis of
plot within a literary text? - Grade 1Students will describe the main events, the
problem, and the resolution in a story that is read aloud.
Grade 3Students will analyze the sequence of events, the conflict, and the
resolution in a story.
Grade 5Students will analyze the rising action, climax, falling action, and
resolution in a story.
A first-grade teacher plans a small group activity in which students will use their
knowledge of letter-sound knowledge to make words. The teacher prepares
letter cards using letters (p, n, a, t, s, l) preprinted on cardstock and cut apart.
During the small group lesson the teacher gives each student a set of cards. The
teacher has the students name each letter and its sound as a review.
Then the teacher guides the students to make the word "sat" by moving the
letter cards together. The students are then directed to make new words based
on the directions the teacher gives. For example, "Change one sound in the word
"sat" to make it say "sap". Students make a variety of words using the letters
supplied by changing, removing, or rearranging the letters as necessary according
to the teacher's directions. Each time a new word is made, the students sound
,SCIENCE OF TEACHING READING (293)
EXAM STUDY GUIDE. GRADED A+.
out and pronounce the new word.In order for the making-words activity to
successfully enhance the students' graphophonemic knowledge and word
recognition, it is important that the teacher does which of the following? -
Carefully control the words students are asked to make by only including words
that are spelled with letter-sound correspondences that students have been
taught.
Maria writes "trk" for the word truck. When considering the developmental
stages of spelling, Maria uses — - semiphonetic spelling.
In a parent/teacher conference, a second-grade teacher discussed several ways
fluency could be promoted at home. Which of the following strategies would best
help build
,SCIENCE OF TEACHING READING (293)
EXAM STUDY GUIDE. GRADED A+.
fluency at home? - A parent could encourage a child to read engaging, grade-level
material multiple times.
, SCIENCE OF TEACHING READING (293)
EXAM STUDY GUIDE. GRADED A+.
When creating lesson plans to promote specific reading skills, a fourth grade
teacher should make sure — - the targeted reading skills relate to an
appropriate instructional progression and reflect students' needs.
A fifth grade teacher would like her class to complete a book report using a
variety of media tools. Each student had to create a book trailer using
technology, including pictures, video, audio, and text. The teacher used
technology to — - communicate a message through language, medium, and
presentation.
An elementary teacher regularly makes use of flexible, heterogeneous grouping
for literacy centers and homogeneous grouping for guided reading.
Heterogeneous grouping is most likely to benefit the students in what way? -
Mixed groups allow students to help scaffold learning among peers.
A sixth-grade teacher has assigned a novel study to the students in second period.
The students were placed in cooperative groups of 5 and assigned a novel
written by the same author. Each group is expected to read and discuss the
assigned novel.
The students in each cooperative group are expected to discuss the book they
had been assigned. The goal of discussion, as an instructional strategy, is which
of the following? - Student-led discussions help students understand and
interpret literature.
A kindergarten teacher has planned the following activity to reinforce students'
ability to distinguish the initial sound in words.
The teacher prepared a brown paper bag filled with small objects. In small
groups, the students take turns drawing an object from the bag. Each student
names the object and its initial sound (e.g. I have a pencil. The first sound is /p/. I
have a fork. The first sound is /f/). What would be the most appropriate
scaffolding for an English learner who is having difficulty identifying objects and
the initial sounds? - The teacher names all the objects in the bag before having
the student participate in the task.
A sixth-grade teacher has assigned a novel study to the students in second period.
The students were placed in cooperative groups of 5 and assigned a novel
written by the same author. Each group is expected to read and discuss the
assigned novel.
Based on the above scenario, the teacher chose cooperative groups as an
approach to reading instruction. Which of the following is most likely the
