WGU C909 OBJECTIVE ASSESSMENT EXAM
COMPLETE 300 QUESTIONS WITH 100%
DETAILED VERIFIED AND CORRECT
ANSWERS ACTUAL BRAND-NEW EXAM
ALREADY GRADED A+
A fourth-grade teacher notices two students are reading
below grade level after several months of instruction.
The teacher has been using direct instruction in a whole-
group setting and has included a lot of modeling for all
of the students. The two students fail a reading test. The
teacher decides to implement a response to intervention
(RTI) model in the classroom after consulting with the
guidance counselor.
What is an appropriate Tier 2 intervention for these two
students?
The two students should be tested for a learning
disability in reading.
1
,The two students should meet with the teacher for
small-group instruction.
The two students should each meet with the teacher
individually for more intense instruction.
The two students should be given additional homework
to help them understand the concepts. -
....ANSWER...The two students should meet with the
teacher for small-group instruction.
What is one reason Response to Intervention (RTI) is
critical to a comprehensive literacy program?
RTI allows struggling students to move to a lower- level
of reading instruction.
RTI gives struggling students additional support in
writing across the curriculum.
2
,RTI provides struggling students additional support
through after-school tutorials.
RTI gives struggling students increasing support through
small-group instruction. - ....ANSWER...RTI gives
struggling students increasing support through small-
group instruction.
A first-grade teacher in an urban school has 18 students
from diverse backgrounds with varying ability levels.
Some of the students are reading below grade level,
while others struggle with alphabetic knowledge and
fluency. The teacher would like to use DIBELS to help
guide reading instruction to enhance academic outcomes
for students.
How does this assessment help the teacher make
decisions about curriculum and instructional strategies?
By understanding students' knowledge of sight
vocabulary and word-identification strategies, the
3
, teacher can increase or decrease decoding strategies.
By understanding students' knowledge of letter- sound
relationships and phonics patterns, the teacher can
determine whether to increase or decrease vocabulary
instruction.
By understanding students' letter knowledge, sound-
symbol relationship, and skill at reading simple sentences
using word tiles, the teacher can increase or reading
instruction in comprehension -
....ANSWER...By understanding students' letter-name
knowledge, nonsense word decoding, and oral- reading
fluency, the teacher can increase or decrease phonics-
based or reading instruction in comprehension.
A second-grade teacher in an urban, Title I school has
14 students who are struggling with decoding. Most of
the students failed the recent reading assessment. It
appears that many students were
4
COMPLETE 300 QUESTIONS WITH 100%
DETAILED VERIFIED AND CORRECT
ANSWERS ACTUAL BRAND-NEW EXAM
ALREADY GRADED A+
A fourth-grade teacher notices two students are reading
below grade level after several months of instruction.
The teacher has been using direct instruction in a whole-
group setting and has included a lot of modeling for all
of the students. The two students fail a reading test. The
teacher decides to implement a response to intervention
(RTI) model in the classroom after consulting with the
guidance counselor.
What is an appropriate Tier 2 intervention for these two
students?
The two students should be tested for a learning
disability in reading.
1
,The two students should meet with the teacher for
small-group instruction.
The two students should each meet with the teacher
individually for more intense instruction.
The two students should be given additional homework
to help them understand the concepts. -
....ANSWER...The two students should meet with the
teacher for small-group instruction.
What is one reason Response to Intervention (RTI) is
critical to a comprehensive literacy program?
RTI allows struggling students to move to a lower- level
of reading instruction.
RTI gives struggling students additional support in
writing across the curriculum.
2
,RTI provides struggling students additional support
through after-school tutorials.
RTI gives struggling students increasing support through
small-group instruction. - ....ANSWER...RTI gives
struggling students increasing support through small-
group instruction.
A first-grade teacher in an urban school has 18 students
from diverse backgrounds with varying ability levels.
Some of the students are reading below grade level,
while others struggle with alphabetic knowledge and
fluency. The teacher would like to use DIBELS to help
guide reading instruction to enhance academic outcomes
for students.
How does this assessment help the teacher make
decisions about curriculum and instructional strategies?
By understanding students' knowledge of sight
vocabulary and word-identification strategies, the
3
, teacher can increase or decrease decoding strategies.
By understanding students' knowledge of letter- sound
relationships and phonics patterns, the teacher can
determine whether to increase or decrease vocabulary
instruction.
By understanding students' letter knowledge, sound-
symbol relationship, and skill at reading simple sentences
using word tiles, the teacher can increase or reading
instruction in comprehension -
....ANSWER...By understanding students' letter-name
knowledge, nonsense word decoding, and oral- reading
fluency, the teacher can increase or decrease phonics-
based or reading instruction in comprehension.
A second-grade teacher in an urban, Title I school has
14 students who are struggling with decoding. Most of
the students failed the recent reading assessment. It
appears that many students were
4
