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A first‑grade student, Kyle, use medial vowel sounds
has drawn an elaborate
picture of a garden in his
journal and has written: "I
LK RD FLRS." Kyle's
sentence suggests that an
appropriate next step in
his development as a
writer would be learning
to
Which of the following Recognizes that sounds in words are represented by
best describes a student letters
at the semiphonetic stage
of spelling development?
A kindergarten teacher concepts about print
opens a book to the
middle of the story and
asks a student, "Where on
this page should I begin
reading?" It is most likely
that the teacher is
attempting to evaluate the
student's
,A teacher gives each Consonant digraphs
student in a class a list
containing the words
"whale," "three," "ship," and
"chew." Then the teacher
says, "Circle the two
letters in each word that
go together to make the
new sounds we have been
learning about." The
exercise can most
appropriately be used to
assess the students' ability
to recognize which of the
following?
Learning to differentiate morphological analysis
among words that have
common roots by looking
at the modifications that
result when prefixes or
suffixes (such as "pre‑,"
"un‑," "dis‑," "‑tive," "‑tion,"
and "‑ment") are added to
known roots is
accomplished through the
use of
Which of the following is As soon as they can hold a crayon or marker
the most appropriate time
to encourage young
children to start writing?
, A class is reading a story Having students work in small groups to role‑play
in which the main possible solutions
character is facing a
dilemma. Which of the
following activities is most
likely to encourage the
students to think ahead
and collaboratively
generate solutions to the
character's dilemma?
A teacher notices that a Overapplying a recently learned rule
student has written the
words "goed" and
"breaked" in a story. Which
of the following best
describes the error the
student is making?
The "ake" in the words rime
"bake" and "snake" is an
example of which of the
following?
Third‑grade students are improve their comprehension of the story by
creating a story map as organizing and sequencing events
they read about the
donkey Sylvester, who has
turned into a rock. The
most important benefit of
the story‑mapping activity
is that it will help the
students