WGU Early Literacy Methods 2025-2026 Most
Recent Version Comprehensive 235 Questions
and Verified Answers Accurate Solutions Already
Graded A+ Get it 100% Correct
12-17 months - CORRECT ANSWER: Attends to a book or toy for about two minutes
Follows simple directions accompanied by gestures
Answers simple questions nonverbally
Points to objects, pictures, and family members
Says two to three words to label a person or object (pronunciation may not be clear)
Tries to imitate simple words
18-23 months - CORRECT ANSWER: Enjoys being read to
Follows simple commands without gestures
Points to simple body parts such as "nose"
Understands simple verbs such as "eat" and "sleep"
Correctly pronounces most vowels and n, m, p, h, especially in the beginning of
syllables and short words; also begins to use other speech sounds
Says 8 to 10 words (pronunciation may still be unclear)
Asks for common foods by name
Makes animal sounds such as "moo"
Starting to combine words such as "more milk"
Begins to use pronouns such as "mine"
2-3 years - CORRECT ANSWER: Knows about 50 words at 24 months
Knows some spatial concepts such as "in" and "on"
Knows pronouns such as "you," "me," and "her"
,Knows descriptive words such as "big" and "happy"
Says around 40 words at 24 months
Speech is becoming more accurate but may still leave off ending sounds
Strangers may not be able to understand much of what is said
Answers simple questions
Begins to use more pronouns such as "you" and "I"
Speaks in two- to three-word phrases
Uses question inflection to ask for something (e.g., "My ball?")
Begins to use plurals such as "shoes" or "socks" and regular past tense verbs such as
"jumped"
3-4 years - CORRECT ANSWER: Groups objects such as foods, clothes, etc.
Identifies colors
Uses most speech sounds but may distort some of the more difficult sounds such as l, r,
s, sh, ch, y, v, z, and th; these sounds may not be fully mastered until age 7 or 8
Uses consonants in the beginning, middle, and ends of words; some of the more difficult
consonants may be distorted but attempts to say them
Strangers are able to understand much of what is said
Able to describe the use of objects such as "fork," "car," etc.
Has fun with language; enjoys poems and recognizes language absurdities such as, "Is
that an elephant on your head?"
Expresses ideas and feelings rather than just talking about the world around him or her
Uses verbs that end in "ing," such as "walking" and "talking"
Answers simple questions such as "What do you do when you are hungry?"
Repeats sentences
4-5 years - CORRECT ANSWER: Understands spatial concepts such as "behind" and
"next to"
Understands complex questions
,Speech is understandable but makes mistakes pronouncing long, difficult, or complex
words such as "hippopotamus"
Says about 200-300 different words
Uses some irregular past tense verbs such as "ran" and "fell"
Describes how to do things such as painting a picture
Defines words
Lists items that belong in a category such as animals, vehicles, etc.
Answers "why" questions
5 years - CORRECT ANSWER: Understands more than 2,000 words
Understands time sequences (what happened first, second, third, etc.)
Carries out a series of three directions
Understands rhyming
Engages in conversation
Sentences can be 8 or more words in length
Uses compound and complex sentences
Describes objects
Uses imagination to create stories
6-11 months - CORRECT ANSWER: Understands "no-no"
Babbles (says "ba-ba-ba" or "ma-ma-ma")
Tries to communicate by actions or gestures
Tries to repeat your sounds
A 1st-grade teacher is designing a classroom activity to teach print awareness—the
understanding that print carries meaning and that there are rules for reading and
writing.Which classroom activity demonstrates teaching print awareness? - CORRECT
ANSWER: Students practice reading from left to right by following along with their finger
while the teacher reads.
, A student demonstrates strong vocabulary knowledge but struggles to understand
complex sentence structures during reading. Which statement explains the relationship
between vocabulary and sentence comprehension in this situation, based on the Simple
View of Reading? - CORRECT ANSWER: The student's vocabulary knowledge and
sentence comprehension are distinct components, both of which are essential for
reading comprehension and contribute to overall reading proficiency.
A teacher adjusts the pace of instruction based on student understanding and provides
additional support as needed.Which type of instruction is the teacher using? -
CORRECT ANSWER: Responsive instruction
A teacher is planning a lesson on phonemic awareness for a group of struggling
readers.Which instructional decision aligns with structured language teaching best
practices? - CORRECT ANSWER: Providing explicit instruction on phoneme
segmentation
A teacher is working with a class that includes several bilingual students who speak
Spanish and English. When discussing the importance of oral language development,
the teacher wants to address the specific needs of these students.What activity could
the teacher use to support the correct production of the English /d/ sound? - CORRECT
ANSWER: Asking students to silently read independently for 30 minutes every day and
share with a friend an oral summary of what they read.
A teacher wants to support students' cognitive processing in a math lesson.Which
instructional practice could the teacher use to manage the cognitive load on students? -
CORRECT ANSWER: Break down complex tasks into smaller steps
Academic vocabulary - CORRECT ANSWER: There are four types of vocabulary:
listening, speaking, reading, and writing. Vocabulary is essential to reading
comprehension because if readers do not know the meaning of words in a text, then
reading comprehension will be difficult to achieve. In this video, you will observe how a
teacher helps early literacy students improve their vocabulary, reading comprehension,
and critical thinking skills by using a strategy she calls "College Talk."
Recent Version Comprehensive 235 Questions
and Verified Answers Accurate Solutions Already
Graded A+ Get it 100% Correct
12-17 months - CORRECT ANSWER: Attends to a book or toy for about two minutes
Follows simple directions accompanied by gestures
Answers simple questions nonverbally
Points to objects, pictures, and family members
Says two to three words to label a person or object (pronunciation may not be clear)
Tries to imitate simple words
18-23 months - CORRECT ANSWER: Enjoys being read to
Follows simple commands without gestures
Points to simple body parts such as "nose"
Understands simple verbs such as "eat" and "sleep"
Correctly pronounces most vowels and n, m, p, h, especially in the beginning of
syllables and short words; also begins to use other speech sounds
Says 8 to 10 words (pronunciation may still be unclear)
Asks for common foods by name
Makes animal sounds such as "moo"
Starting to combine words such as "more milk"
Begins to use pronouns such as "mine"
2-3 years - CORRECT ANSWER: Knows about 50 words at 24 months
Knows some spatial concepts such as "in" and "on"
Knows pronouns such as "you," "me," and "her"
,Knows descriptive words such as "big" and "happy"
Says around 40 words at 24 months
Speech is becoming more accurate but may still leave off ending sounds
Strangers may not be able to understand much of what is said
Answers simple questions
Begins to use more pronouns such as "you" and "I"
Speaks in two- to three-word phrases
Uses question inflection to ask for something (e.g., "My ball?")
Begins to use plurals such as "shoes" or "socks" and regular past tense verbs such as
"jumped"
3-4 years - CORRECT ANSWER: Groups objects such as foods, clothes, etc.
Identifies colors
Uses most speech sounds but may distort some of the more difficult sounds such as l, r,
s, sh, ch, y, v, z, and th; these sounds may not be fully mastered until age 7 or 8
Uses consonants in the beginning, middle, and ends of words; some of the more difficult
consonants may be distorted but attempts to say them
Strangers are able to understand much of what is said
Able to describe the use of objects such as "fork," "car," etc.
Has fun with language; enjoys poems and recognizes language absurdities such as, "Is
that an elephant on your head?"
Expresses ideas and feelings rather than just talking about the world around him or her
Uses verbs that end in "ing," such as "walking" and "talking"
Answers simple questions such as "What do you do when you are hungry?"
Repeats sentences
4-5 years - CORRECT ANSWER: Understands spatial concepts such as "behind" and
"next to"
Understands complex questions
,Speech is understandable but makes mistakes pronouncing long, difficult, or complex
words such as "hippopotamus"
Says about 200-300 different words
Uses some irregular past tense verbs such as "ran" and "fell"
Describes how to do things such as painting a picture
Defines words
Lists items that belong in a category such as animals, vehicles, etc.
Answers "why" questions
5 years - CORRECT ANSWER: Understands more than 2,000 words
Understands time sequences (what happened first, second, third, etc.)
Carries out a series of three directions
Understands rhyming
Engages in conversation
Sentences can be 8 or more words in length
Uses compound and complex sentences
Describes objects
Uses imagination to create stories
6-11 months - CORRECT ANSWER: Understands "no-no"
Babbles (says "ba-ba-ba" or "ma-ma-ma")
Tries to communicate by actions or gestures
Tries to repeat your sounds
A 1st-grade teacher is designing a classroom activity to teach print awareness—the
understanding that print carries meaning and that there are rules for reading and
writing.Which classroom activity demonstrates teaching print awareness? - CORRECT
ANSWER: Students practice reading from left to right by following along with their finger
while the teacher reads.
, A student demonstrates strong vocabulary knowledge but struggles to understand
complex sentence structures during reading. Which statement explains the relationship
between vocabulary and sentence comprehension in this situation, based on the Simple
View of Reading? - CORRECT ANSWER: The student's vocabulary knowledge and
sentence comprehension are distinct components, both of which are essential for
reading comprehension and contribute to overall reading proficiency.
A teacher adjusts the pace of instruction based on student understanding and provides
additional support as needed.Which type of instruction is the teacher using? -
CORRECT ANSWER: Responsive instruction
A teacher is planning a lesson on phonemic awareness for a group of struggling
readers.Which instructional decision aligns with structured language teaching best
practices? - CORRECT ANSWER: Providing explicit instruction on phoneme
segmentation
A teacher is working with a class that includes several bilingual students who speak
Spanish and English. When discussing the importance of oral language development,
the teacher wants to address the specific needs of these students.What activity could
the teacher use to support the correct production of the English /d/ sound? - CORRECT
ANSWER: Asking students to silently read independently for 30 minutes every day and
share with a friend an oral summary of what they read.
A teacher wants to support students' cognitive processing in a math lesson.Which
instructional practice could the teacher use to manage the cognitive load on students? -
CORRECT ANSWER: Break down complex tasks into smaller steps
Academic vocabulary - CORRECT ANSWER: There are four types of vocabulary:
listening, speaking, reading, and writing. Vocabulary is essential to reading
comprehension because if readers do not know the meaning of words in a text, then
reading comprehension will be difficult to achieve. In this video, you will observe how a
teacher helps early literacy students improve their vocabulary, reading comprehension,
and critical thinking skills by using a strategy she calls "College Talk."
