What is a key component of structured literacy instruction? - ANSWER Integrating
explicit, systematic teaching of decoding and encoding skills.
How do standards help teachers keep lessons consistent throughout the school year? -
ANSWER By giving teachers a clear guide on what to teach and when.
Dyslexia is a visual problem where individuals see letters and words backward. - ANSWER
False - Dyslexia is primarily a language-based learning disability affecting reading and
decoding, not a visual issue involving seeing letters backward.
To teach reading most effectively, teachers should use Discovery Learning - ANSWER
False - While Discovery Learning can be valuable, effective reading instruction often
combines various methods including explicit instruction and structured approaches.
literacy - ANSWER the ability to read, write, and understand information, enabling
effective communication and comprehension
the reading brain - ANSWER the network of brain regions that work together to decode,
comprehend, and interpret written language
systematic instruction - ANSWER instruction that presents concepts in order, beginning
with the easiest concepts and increasing in difficulty, with new concepts being built on prior
knowledge
explicit Instruction - ANSWER a systematic and direct teaching approach where educators
clearly and directly teach specific concepts, skills, or strategies involving providing clear
1
,explanations, modeling, guided practice, and feedback to facilitate understanding and
mastery of the material
A teacher would like to start a new spelling curriculum. She found free online curriculum
with several fun resources. The source was not accessible for all learners. She compared it to
a resource suggested by her district, which has been aligned with evidence-based research
and is founded on best practices for spelling. She decided to use the resource suggested by
her district.
Which of the Four Considerations is this teacher using? - ANSWER Differentiation/High
Leverage Practices for Supporting All Learners
Imagine a teacher preparing to teach reading to a class with different reading abilities. They
need to figure out how to teach in a certain way. That means breaking down reading into
smaller parts like sounds, word meanings, and how sentences work. By doing this, the
teacher can ensure that everyone in the class learns well, regardless of their reading level. -
ANSWER Structured Literacy
A teacher preparing to teach her class how to read a new book needs to think about what
type of book will best fit her students. Does she choose a story that's too easy and will make
them bored? Or one that is too hard, and they will struggle with? She needs to pick just the
right book that will challenge them just enough to keep them engaged and learning. -
ANSWER Selection of Materials
A kindergarten teacher is planning reading instruction for his students. Based on his
observations and data, he chooses two different word sort activities, one for students
reading at grade level and one for students reading below grade level. - ANSWER
Differentiation/High leverage practices for supporting all learners
A teacher observes that some students in her class struggle with reading comprehension
despite receiving the same instruction as their peers. She understands the importance of
identifying the specific aspect of instruction that needs consideration to address their needs
effectively. This involves assessing whether the students require additional support in
phonemic awareness, phonics, fluency, vocabulary, or comprehension and then planning
targeted instruction accordingly. - ANSWER MTSS- "MTSS" is correct as it focuses on
2
, identifying and addressing specific needs through targeted, tiered support within a Multi-
Tiered System of Supports.
Phonology - ANSWER the study of sounds in language, like how words are made up of
different sounds and how those sounds come together to form words. It helps us understand
how we speak and how we hear language.
Sound-Symbol - ANSWER the understanding that letters and letter combinations
(symbols) make different sounds.
Syllables - ANSWER parts of a word that contains one vowel sound, with or without
surrounding consonant sounds. When we say words, we can hear different syllables by
noticing the beats or sounds in the word.
Morphology - ANSWER the study of how words are put together with smaller parts called
morphemes, which can be prefixes, suffixes, or root words. By understanding morphology,
we can figure out the meaning and structure of words.
Syntax - ANSWER the grammar rules for putting words together in sentences. It helps us
understand how to arrange words in the correct order to make clear and meaningful
sentences
Semantics - ANSWER the meaning of words and how they relate to each other. It helps us
understand the meanings of sentences and how words connect to form clear and
meaningful communication.
Systematic and Cumulative - ANSWER instruction that presents concepts in a logical
order, beginning with the easiest concepts and increasing in difficulty. Each new concept is
built on prior knowledge.
Explicit - ANSWER instruction provided by the teacher clearly and on an appropriate
level.
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explicit, systematic teaching of decoding and encoding skills.
How do standards help teachers keep lessons consistent throughout the school year? -
ANSWER By giving teachers a clear guide on what to teach and when.
Dyslexia is a visual problem where individuals see letters and words backward. - ANSWER
False - Dyslexia is primarily a language-based learning disability affecting reading and
decoding, not a visual issue involving seeing letters backward.
To teach reading most effectively, teachers should use Discovery Learning - ANSWER
False - While Discovery Learning can be valuable, effective reading instruction often
combines various methods including explicit instruction and structured approaches.
literacy - ANSWER the ability to read, write, and understand information, enabling
effective communication and comprehension
the reading brain - ANSWER the network of brain regions that work together to decode,
comprehend, and interpret written language
systematic instruction - ANSWER instruction that presents concepts in order, beginning
with the easiest concepts and increasing in difficulty, with new concepts being built on prior
knowledge
explicit Instruction - ANSWER a systematic and direct teaching approach where educators
clearly and directly teach specific concepts, skills, or strategies involving providing clear
1
,explanations, modeling, guided practice, and feedback to facilitate understanding and
mastery of the material
A teacher would like to start a new spelling curriculum. She found free online curriculum
with several fun resources. The source was not accessible for all learners. She compared it to
a resource suggested by her district, which has been aligned with evidence-based research
and is founded on best practices for spelling. She decided to use the resource suggested by
her district.
Which of the Four Considerations is this teacher using? - ANSWER Differentiation/High
Leverage Practices for Supporting All Learners
Imagine a teacher preparing to teach reading to a class with different reading abilities. They
need to figure out how to teach in a certain way. That means breaking down reading into
smaller parts like sounds, word meanings, and how sentences work. By doing this, the
teacher can ensure that everyone in the class learns well, regardless of their reading level. -
ANSWER Structured Literacy
A teacher preparing to teach her class how to read a new book needs to think about what
type of book will best fit her students. Does she choose a story that's too easy and will make
them bored? Or one that is too hard, and they will struggle with? She needs to pick just the
right book that will challenge them just enough to keep them engaged and learning. -
ANSWER Selection of Materials
A kindergarten teacher is planning reading instruction for his students. Based on his
observations and data, he chooses two different word sort activities, one for students
reading at grade level and one for students reading below grade level. - ANSWER
Differentiation/High leverage practices for supporting all learners
A teacher observes that some students in her class struggle with reading comprehension
despite receiving the same instruction as their peers. She understands the importance of
identifying the specific aspect of instruction that needs consideration to address their needs
effectively. This involves assessing whether the students require additional support in
phonemic awareness, phonics, fluency, vocabulary, or comprehension and then planning
targeted instruction accordingly. - ANSWER MTSS- "MTSS" is correct as it focuses on
2
, identifying and addressing specific needs through targeted, tiered support within a Multi-
Tiered System of Supports.
Phonology - ANSWER the study of sounds in language, like how words are made up of
different sounds and how those sounds come together to form words. It helps us understand
how we speak and how we hear language.
Sound-Symbol - ANSWER the understanding that letters and letter combinations
(symbols) make different sounds.
Syllables - ANSWER parts of a word that contains one vowel sound, with or without
surrounding consonant sounds. When we say words, we can hear different syllables by
noticing the beats or sounds in the word.
Morphology - ANSWER the study of how words are put together with smaller parts called
morphemes, which can be prefixes, suffixes, or root words. By understanding morphology,
we can figure out the meaning and structure of words.
Syntax - ANSWER the grammar rules for putting words together in sentences. It helps us
understand how to arrange words in the correct order to make clear and meaningful
sentences
Semantics - ANSWER the meaning of words and how they relate to each other. It helps us
understand the meanings of sentences and how words connect to form clear and
meaningful communication.
Systematic and Cumulative - ANSWER instruction that presents concepts in a logical
order, beginning with the easiest concepts and increasing in difficulty. Each new concept is
built on prior knowledge.
Explicit - ANSWER instruction provided by the teacher clearly and on an appropriate
level.
3
