Science of Teaching Reading
Constructed Response Question and
Answers
Foundational Reading Skills - Answers -phonemic awareness skills, phonics skills,
recognition of high-frequency words, syllabication skills, morphemic analysis skills,
automaticity, reading fluency (accuracy, rate, and prosody)
Reading Comprehension Skills - Answers -vocabulary knowledge; knowledge of
sentence and grammatical structures; application of literal, inferential, or evaluative
comprehension skills; use of comprehension strategies; application of text analysis skills
to a literary or informational text
Exhibit - Answers -Data from fictitious scenario
Letter-Naming Fluency (LNF) - Answers -A student is given assorted uppercase and
lowercase letters on a paper in random order. Given one minute, the student is told to
identify as many letters on the paper as possible.
Phonemic-Segmentation Fluency (PSF) - Answers -The teacher says a 3 or 4-phoneme
word and the student is to segment the word into its individual phonemes. In one
minute, the student must segment as many words as possible. The student receives
one point for each correctly segmented phoneme (e.g., cop segmented as /c/ /ŏ/ /p/
would score 3 points, whereas cop segmented as /c/ [ŏp] would score only 1 point).
Nonsense Word Fluency (NWF) - Answers -A list of fake words is given to the student.
Each word contains particular phonics elements that are decodable by the typical
student in the given grade-level. Given one minute, the student decodes as many words
as possible.
Types of Exhibits - Answers -Introduction, passage reading assessment, fluency data,
and comprehension assessment
Introduction - Answers -Provides the student's name, age, first language, and what time
of the school year these exhibits come from
Word-Reading Assessment - Answers -The teacher asked the student to read aloud
from a list of words given to them. You will be given a list of words with either checks
when read accurately and automatically or the phonetic transcription for errors.
, Passage-Reading Assessment - Answers -The teacher met with the student and asked
them to read the title and text of a passage. You will be given a video of the student
reading. You can pause, stop, and replay the video as necessary. You will also be given
the text form of the passage. You should follow along with the text as you watch the
video to identify the student's miscues.
Comprehension Assessment - Answers -The teacher read a passage aloud to the
student and discussed it with him. You will be given the passage read and a transcript
of the conversation.
Strategy - Answers -Study, sketch, review, outline, write, check
Step One: Study - Answers -look over the assignment and decide the foundational and
reading comprehension areas of weakness (ex: morphemic analysis and identifying the
main idea) Remember to go pretty quickly here. You are just familiarizing yourself with
what is being provided and identifying the weaknesses.
Step Two: Sketch - Answers -create a three-column list for these two weaknesses:
Evidence: list the specific issues (found in the exhibits) the student had under this skill.
Instructional strategies: list the instructional strategies to address each need in the
scenario. Effectiveness: list why each instructional strategy supports the issue.
Step Three: Review - Answers -look over the provided exhibits and enhance your list.
Confirm that you have evidence from every exhibit
Step Four: Outline - Answers -use the bulleted list of tasks and your list to generate your
outline (see next section). We suggest you type your outline into the response box so
that you can use it as a skeleton to elaborate upon without losing time re-typing
information.
Step Five: Write - Answers -take your typed outline and flesh it out into a clear response
Step Six: Check - Answers -read over your essay carefully. Make sure you addressed
every task in the assignment provided. Make sure you have cited all 4 exhibits as
evidence in your response. Make any edits necessary for clarity and readability.
Outline - Answers -Describe weakness based on evidence, then Identify how to address
the student's foundational reading weakness, then Identify a reading comprehension
weakness, then Identify how to address the student's reading comprehension
weakness, then Explain why these are effective for these issues
Paragraph One - Answers -Identify a foundational reading weakness
Describe a student strength based on the related exhibits
Provide evidence
Describe a student weakness (issue) based on the related exhibits
Provide evidence
Constructed Response Question and
Answers
Foundational Reading Skills - Answers -phonemic awareness skills, phonics skills,
recognition of high-frequency words, syllabication skills, morphemic analysis skills,
automaticity, reading fluency (accuracy, rate, and prosody)
Reading Comprehension Skills - Answers -vocabulary knowledge; knowledge of
sentence and grammatical structures; application of literal, inferential, or evaluative
comprehension skills; use of comprehension strategies; application of text analysis skills
to a literary or informational text
Exhibit - Answers -Data from fictitious scenario
Letter-Naming Fluency (LNF) - Answers -A student is given assorted uppercase and
lowercase letters on a paper in random order. Given one minute, the student is told to
identify as many letters on the paper as possible.
Phonemic-Segmentation Fluency (PSF) - Answers -The teacher says a 3 or 4-phoneme
word and the student is to segment the word into its individual phonemes. In one
minute, the student must segment as many words as possible. The student receives
one point for each correctly segmented phoneme (e.g., cop segmented as /c/ /ŏ/ /p/
would score 3 points, whereas cop segmented as /c/ [ŏp] would score only 1 point).
Nonsense Word Fluency (NWF) - Answers -A list of fake words is given to the student.
Each word contains particular phonics elements that are decodable by the typical
student in the given grade-level. Given one minute, the student decodes as many words
as possible.
Types of Exhibits - Answers -Introduction, passage reading assessment, fluency data,
and comprehension assessment
Introduction - Answers -Provides the student's name, age, first language, and what time
of the school year these exhibits come from
Word-Reading Assessment - Answers -The teacher asked the student to read aloud
from a list of words given to them. You will be given a list of words with either checks
when read accurately and automatically or the phonetic transcription for errors.
, Passage-Reading Assessment - Answers -The teacher met with the student and asked
them to read the title and text of a passage. You will be given a video of the student
reading. You can pause, stop, and replay the video as necessary. You will also be given
the text form of the passage. You should follow along with the text as you watch the
video to identify the student's miscues.
Comprehension Assessment - Answers -The teacher read a passage aloud to the
student and discussed it with him. You will be given the passage read and a transcript
of the conversation.
Strategy - Answers -Study, sketch, review, outline, write, check
Step One: Study - Answers -look over the assignment and decide the foundational and
reading comprehension areas of weakness (ex: morphemic analysis and identifying the
main idea) Remember to go pretty quickly here. You are just familiarizing yourself with
what is being provided and identifying the weaknesses.
Step Two: Sketch - Answers -create a three-column list for these two weaknesses:
Evidence: list the specific issues (found in the exhibits) the student had under this skill.
Instructional strategies: list the instructional strategies to address each need in the
scenario. Effectiveness: list why each instructional strategy supports the issue.
Step Three: Review - Answers -look over the provided exhibits and enhance your list.
Confirm that you have evidence from every exhibit
Step Four: Outline - Answers -use the bulleted list of tasks and your list to generate your
outline (see next section). We suggest you type your outline into the response box so
that you can use it as a skeleton to elaborate upon without losing time re-typing
information.
Step Five: Write - Answers -take your typed outline and flesh it out into a clear response
Step Six: Check - Answers -read over your essay carefully. Make sure you addressed
every task in the assignment provided. Make sure you have cited all 4 exhibits as
evidence in your response. Make any edits necessary for clarity and readability.
Outline - Answers -Describe weakness based on evidence, then Identify how to address
the student's foundational reading weakness, then Identify a reading comprehension
weakness, then Identify how to address the student's reading comprehension
weakness, then Explain why these are effective for these issues
Paragraph One - Answers -Identify a foundational reading weakness
Describe a student strength based on the related exhibits
Provide evidence
Describe a student weakness (issue) based on the related exhibits
Provide evidence
