Science of Teaching Reading
Exam|58 Complete Q’s and A’s
Tier 1 - -The first step in the RtI process is an assessment of all students in a
class to determine which students need instructional interventions, or
additional focus on a specific skill in an effort to improve it. The teacher can
then use differentiated instruction during class time to tailor their teaching
approach to meet student needs.
- Tier 2 - -If students need more targeted help, the teacher will introduce
small groups to work on specific skills. These Tier 2 interventions take place
a few times a week during electives or enrichment activities so that students
don't miss out on class time.
- Tier 3 - -the smallest group of students as they require instruction that is
extremely individualized, either one-on-one or in very small groups. If the
student doesn't make progress in Tier 3, it's likely that he/she will need to be
evaluated for Special Education services.
- Of the following options, which activity best represents an activity in line
with the reading expectations laid out in the Texas Prekindergarten
Guidelines? - -using big books and pointers to demonstrate text
directionality and draw attention to punctuation
- Code Based Assessment - -students need to learn phonics and phonemic
concepts in order to decode words
- Meaning Based Assessment - -readers need context to decode words
- Independent reading level - -a reading level at which a student can read
and comprehend independently
- Instructional Reading Level - -a reading level that is challenging for the
student but manageable with teacher support
- Frustrational Reading Level - -a reading level that is difficult for the
student and would require extensive teacher support to ensure student
comprehension
- language acquisition - -learning a first or second language as a process,
either piece by piece, or through a total immersive experience
- morpheme - -a combination of sounds that has meaning in speech or
writing and cannot be divided into smaller grammatical parts
, - phonological awareness - -the ability to recognize individual phonemes,
syllables, and words
- Phonemic Awareness - -the ability to hear and use individual units of
sounds, or phonemes
- Rhyme Awareness / Alliteration - -matching the ending sounds or
beginning sounds of words
- Word Awareness - -knowing that individual words make up a sentence
- Syllable Awareness - -the ability to hear the individual units with vowel
sounds that make up a word
- Onset-Rime Production - -hearing the sounds before the vowel in a syllable
as the onset, and the vowel sound and everything after it as the rime
- Inflectional Affix - -Makes a new form of the same word (run to runs)
- Derivational Affix - -Creates a new word (friend to friendly - friend is a
noun, friendly is an adjective)
- How does instruction regarding word families support spelling instruction? -
-It demonstrates that in words containing the same sounds made by a group
of letters, the sounds will often be represented with the same spelling.
- Which of the following describes a way that spelling instruction can support
the decoding skills of early readers? - -Memorizing common letter patterns
through spelling can then be applied to unfamiliar words with similar
structures when reading.
- Closed - -syllable that has a short vowel sound spelled with one vowel
letter and ends in one or more consonants (hot, help, ad-mit, bas-ket)
- Open - -syllable spelled with a single vowel letter that ends with its long
vowel sound (me, a-gent, ro-bot, re-act)
- Vowel-Consonant-e (VCe) - -syllable with a long vowel sound made from
one vowel + one consonant + silent e (name, mice, com-plete, trom-bone)
- Vowel Team (Digraphs and Diphthongs) - -syllable with a long, short, or
unique vowel sound that uses 2-4 letters to spell the vowel sound (south,
taught, aw-ful, team-mate)
Exam|58 Complete Q’s and A’s
Tier 1 - -The first step in the RtI process is an assessment of all students in a
class to determine which students need instructional interventions, or
additional focus on a specific skill in an effort to improve it. The teacher can
then use differentiated instruction during class time to tailor their teaching
approach to meet student needs.
- Tier 2 - -If students need more targeted help, the teacher will introduce
small groups to work on specific skills. These Tier 2 interventions take place
a few times a week during electives or enrichment activities so that students
don't miss out on class time.
- Tier 3 - -the smallest group of students as they require instruction that is
extremely individualized, either one-on-one or in very small groups. If the
student doesn't make progress in Tier 3, it's likely that he/she will need to be
evaluated for Special Education services.
- Of the following options, which activity best represents an activity in line
with the reading expectations laid out in the Texas Prekindergarten
Guidelines? - -using big books and pointers to demonstrate text
directionality and draw attention to punctuation
- Code Based Assessment - -students need to learn phonics and phonemic
concepts in order to decode words
- Meaning Based Assessment - -readers need context to decode words
- Independent reading level - -a reading level at which a student can read
and comprehend independently
- Instructional Reading Level - -a reading level that is challenging for the
student but manageable with teacher support
- Frustrational Reading Level - -a reading level that is difficult for the
student and would require extensive teacher support to ensure student
comprehension
- language acquisition - -learning a first or second language as a process,
either piece by piece, or through a total immersive experience
- morpheme - -a combination of sounds that has meaning in speech or
writing and cannot be divided into smaller grammatical parts
, - phonological awareness - -the ability to recognize individual phonemes,
syllables, and words
- Phonemic Awareness - -the ability to hear and use individual units of
sounds, or phonemes
- Rhyme Awareness / Alliteration - -matching the ending sounds or
beginning sounds of words
- Word Awareness - -knowing that individual words make up a sentence
- Syllable Awareness - -the ability to hear the individual units with vowel
sounds that make up a word
- Onset-Rime Production - -hearing the sounds before the vowel in a syllable
as the onset, and the vowel sound and everything after it as the rime
- Inflectional Affix - -Makes a new form of the same word (run to runs)
- Derivational Affix - -Creates a new word (friend to friendly - friend is a
noun, friendly is an adjective)
- How does instruction regarding word families support spelling instruction? -
-It demonstrates that in words containing the same sounds made by a group
of letters, the sounds will often be represented with the same spelling.
- Which of the following describes a way that spelling instruction can support
the decoding skills of early readers? - -Memorizing common letter patterns
through spelling can then be applied to unfamiliar words with similar
structures when reading.
- Closed - -syllable that has a short vowel sound spelled with one vowel
letter and ends in one or more consonants (hot, help, ad-mit, bas-ket)
- Open - -syllable spelled with a single vowel letter that ends with its long
vowel sound (me, a-gent, ro-bot, re-act)
- Vowel-Consonant-e (VCe) - -syllable with a long vowel sound made from
one vowel + one consonant + silent e (name, mice, com-plete, trom-bone)
- Vowel Team (Digraphs and Diphthongs) - -syllable with a long, short, or
unique vowel sound that uses 2-4 letters to spell the vowel sound (south,
taught, aw-ful, team-mate)
