Science of Teaching Reading 293

Science of Teaching Reading 293 Which of the following practices by a prekindergarten teacher best reflects an assets-based approach to reading instruction? - CORRECT ANSWER 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? - CORRECT ANSWER 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? - CORRECT ANSWER 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? - CORRECT ANSWER 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? - CORRECT ANSWER 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? - CORRECT ANSWER 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? - CORRECT ANSWER 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? - CORRECT ANSWER 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 Science of Teaching Reading 293 Which of the following practices by a prekindergarten teacher best reflects an assets-based approach to reading instruction? - CORRECT ANSWER 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? - CORRECT ANSWER 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? - CORRECT ANSWER 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? - CORRECT ANSWER 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? - CORRECT ANSWER 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? - CORRECT ANSWER 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? - CORRECT ANSWER 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? - CORRECT ANSWER 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 Using this activity in the context of phonics lessons best demonstrates the teacher's understanding of which of the following key concepts related to beginning reading instruction? - CORRECT ANSWER the importance of utilizing the reciprocity between decoding and encoding to reinforce phonics instruction Using this activity in the context of phonics lessons best demonstrates the teacher's understanding of which of the following key concepts related to beginning reading instruction? - CORRECT ANSWER the importance of utilizing the reciprocity between decoding and encoding to reinforce phonics instruction