Science of Teaching Reading 293
Exam|50 Accurate Q’s and A’s
Which of the following practices by a prekindergarten teacher best reflects
an assets-based approach to reading instruction? - -planning instruction in
various areas of reading using continually adjusted flexible groupings
according to each child's current assessed knowledge and skills
- A first-grade student has been identified as having dyslexia and has begun
intervention. Which of the following approaches to instruction would be most
effective to enhance the student's reading development? - -providing the
student with systematic, explicit multimodal instruction in all the essential,
evidence-based components of reading
- A third-grade teacher frequently uses an online application at the end of a
lesson that allows the teacher to post a small task or question for students
on the classroom computer. For example, after a lesson on prefixes, the
teacher posts three base words and asks students to change the meaning of
each word by adding an appropriate prefix from the lesson. Throughout the
day, students post their individual responses for the teacher to review. In this
scenario, the teacher is using technology for which of the following
assessment purposes? - -formative assessment
- At the beginning of the school year, a first-grade teacher conducts a brief
screening assessment in which the teacher asks small groups of students to
spell four CVC words and one word with a consonant blend (e.g., bag, hen,
sit, mop, slug). In addition to providing the teacher with information about
students' knowledge of letter-sound correspondences, this type of
assessment would also provide information about students' development in
which of the following other areas related to emergent reading? - -phonemic
awareness
- A prekindergarten teacher is preparing an introductory lesson focused on
isolating/identifying the initial sound in spoken words for a small group of
children whose informal assessments indicate that they are ready to learn
this skill. The group includes an English learner. Which of the following
instructional supports would best promote the English learner's success in
achieving the instructional goal of this lesson? - -selecting stimulus words for
the lesson that have sounds common to both English and the English
learner's home language
- As part of an informal assessment of students' phonemic awareness skills,
a kindergarten teacher meets with individual students and says, "We're
going to play a word game. I'm going to say a word that you know. When you
, hear it, I want you to say each sound in the word in the right order. For
example, if I say fan, you should say f/ă/n." The teacher then helps the
student practice the procedure using the practice words in, sat, and top.
After meeting with each student, the teacher reviews students' performance
and notices that several students performed similarly on the assessment. A
representative sample of their assessment results is shown below.
Target word: men, Student Response: m/ĕn
Given the information provided, which of the following student activities
would be most appropriate for the teacher to include when planning
differentiated instruction to promote the students' growth in phonemic
awareness? - -identifying and matching the initial, medial, and final sounds
of words represented by pictures
- A kindergarten teacher is planning instruction for a small group of students
who have mastered the letter-sound relationships for the consonants m, s, t,
and p and for the short-vowel sound of the letter a. The students also
consistently spell words using both initial and final consonant sounds in their
daily writing. Given this information, which of the following instructional
activities would be most appropriate for the teacher to use with these
students to promote their transition to the next step along the continuum of
development of knowledge and skills related to the alphabetic principle? - -
introducing the students to early decodable texts featuring known letter-
sound relationships and modeling how to sound out the words
- A prekindergarten teacher is planning instruction in letter-sound
relationships for a group of beginning-level English learners who have begun
identifying and naming the letters of the alphabet. Which of the following
strategies would likely be most effective to apply with this group of children?
- -employing articulatory feedback to help the children discover English
letter-sounds that are not in their home language and learn how to
pronounce them
- A second-grade teacher frequently uses the strategy of phoneme-
grapheme mapping as part of phonics instruction. The teacher selects target
words from a phonics lesson and creates sound boxes corresponding to the
words. The teacher then helps students write the target words in the sound
boxes, making sure that students map each sound of a word to a single box.
Examples of sound boxes from two different phonics lessons are shown
below.
Ch-ai-n
Ch-ea-p
B-e-n-t
F-i-s-t
Exam|50 Accurate Q’s and A’s
Which of the following practices by a prekindergarten teacher best reflects
an assets-based approach to reading instruction? - -planning instruction in
various areas of reading using continually adjusted flexible groupings
according to each child's current assessed knowledge and skills
- A first-grade student has been identified as having dyslexia and has begun
intervention. Which of the following approaches to instruction would be most
effective to enhance the student's reading development? - -providing the
student with systematic, explicit multimodal instruction in all the essential,
evidence-based components of reading
- A third-grade teacher frequently uses an online application at the end of a
lesson that allows the teacher to post a small task or question for students
on the classroom computer. For example, after a lesson on prefixes, the
teacher posts three base words and asks students to change the meaning of
each word by adding an appropriate prefix from the lesson. Throughout the
day, students post their individual responses for the teacher to review. In this
scenario, the teacher is using technology for which of the following
assessment purposes? - -formative assessment
- At the beginning of the school year, a first-grade teacher conducts a brief
screening assessment in which the teacher asks small groups of students to
spell four CVC words and one word with a consonant blend (e.g., bag, hen,
sit, mop, slug). In addition to providing the teacher with information about
students' knowledge of letter-sound correspondences, this type of
assessment would also provide information about students' development in
which of the following other areas related to emergent reading? - -phonemic
awareness
- A prekindergarten teacher is preparing an introductory lesson focused on
isolating/identifying the initial sound in spoken words for a small group of
children whose informal assessments indicate that they are ready to learn
this skill. The group includes an English learner. Which of the following
instructional supports would best promote the English learner's success in
achieving the instructional goal of this lesson? - -selecting stimulus words for
the lesson that have sounds common to both English and the English
learner's home language
- As part of an informal assessment of students' phonemic awareness skills,
a kindergarten teacher meets with individual students and says, "We're
going to play a word game. I'm going to say a word that you know. When you
, hear it, I want you to say each sound in the word in the right order. For
example, if I say fan, you should say f/ă/n." The teacher then helps the
student practice the procedure using the practice words in, sat, and top.
After meeting with each student, the teacher reviews students' performance
and notices that several students performed similarly on the assessment. A
representative sample of their assessment results is shown below.
Target word: men, Student Response: m/ĕn
Given the information provided, which of the following student activities
would be most appropriate for the teacher to include when planning
differentiated instruction to promote the students' growth in phonemic
awareness? - -identifying and matching the initial, medial, and final sounds
of words represented by pictures
- A kindergarten teacher is planning instruction for a small group of students
who have mastered the letter-sound relationships for the consonants m, s, t,
and p and for the short-vowel sound of the letter a. The students also
consistently spell words using both initial and final consonant sounds in their
daily writing. Given this information, which of the following instructional
activities would be most appropriate for the teacher to use with these
students to promote their transition to the next step along the continuum of
development of knowledge and skills related to the alphabetic principle? - -
introducing the students to early decodable texts featuring known letter-
sound relationships and modeling how to sound out the words
- A prekindergarten teacher is planning instruction in letter-sound
relationships for a group of beginning-level English learners who have begun
identifying and naming the letters of the alphabet. Which of the following
strategies would likely be most effective to apply with this group of children?
- -employing articulatory feedback to help the children discover English
letter-sounds that are not in their home language and learn how to
pronounce them
- A second-grade teacher frequently uses the strategy of phoneme-
grapheme mapping as part of phonics instruction. The teacher selects target
words from a phonics lesson and creates sound boxes corresponding to the
words. The teacher then helps students write the target words in the sound
boxes, making sure that students map each sound of a word to a single box.
Examples of sound boxes from two different phonics lessons are shown
below.
Ch-ai-n
Ch-ea-p
B-e-n-t
F-i-s-t
