CSET Test 1 Constructed Responses
Study online at https://quizlet.com/_6i038e
1. Explain how phonemic awareness is noted in Marilyn Adam's. "beginning to read", Adams
phonemic aware- notes if students do not master phonemic awareness they will never read at grade
ness is related to level. Keith Stanovich research provides corroborating that phonemic awareness is
reading achieve- a core factor which separates normal from restricted readers.
ment
2. Describe specific A teacher must first assess the student's phonemic awareness skills using
steps or instruc- Yopp-Singer assessment. Next, a teacher must plan and implement specific and
tional process differentiated lessons target students weaknesses. a teacher may use different
a teacher must instructional strategies to facilitate phonemic awareness, some strategies include:
take to teach small group activities/instruction, individual work, and utilize technology. first
phonemic aware- teacher models and student does it with the teacher than the student can do
ness independently.
The teacher must provide meaningful ways to practice phonemic awareness skills
and monitor their practice. A teacher can also utilize games and other activities to
make it fun.
Finally the teacher can reassess the student using the same assessment as before
to check for mastery.
3. identify and dis- children learn primary language while mirroring and intimating their primary care-
cuss 3 factors takers. according to research, early childhood language acquisition is influenced
that inhibit pri- by biological, cognitive, and social factors.
mary language
acquisition dur- biological factors: according to noam chomsky, language is biologically inherited
ing early child- by all human beings. Eric Lennenberg concluded if a child does not develop their
hood primary language by 5, language fluency is much harder to master.
cognitive factors- as children grow mentally so they expand their ability to retain
information. Lev Vygotsky research suggest, language and cognitions are intercon-
nected. If children are not competent in their primary language, their cognition to
and ability to form clear thoughts about academic subjects will be impeded. if their
congitntion are impeded then their ability to acquire language will be delayed.
1/9
, CSET Test 1 Constructed Responses
Study online at https://quizlet.com/_6i038e
4. A fifth-grade stu- this 5th grader has demonstrated a knowledge of sound-symbol relationships.
dent attempts on all words on the list as far as beginning sounds and blends are concerned,
to spell a list such as blend "sp" in special. An understanding of consonant-doubling is demon-
of words that strated in the words yelloe and muffin. however, there are mistakes in some of
are read aloud. the ending sounds, such as "oe" in Yelloe and the "er"in docter. These mistakes
Shown below are common for a first or second grader but not expected for a 5th grader. The
are the words 5th grader student's sight vocabulary should be such as that these mistakes are
and the student's eliminated due to practice abd exposure to written words. Another weakness if this
spellings. student is in the area of medial sounds, as shown in the words natural/nacheral
and special/spechul. this student's developmental is at transitional level and the
student is still using sign-symbol relationships mastered at the lower grader level.
This student can build up a better understanding through practice and exposure
to more literature. More reading would also help to develop better morphological
understanding.
5. teachers must According to ELA standards, writing instruction should be anchored in grade -spe-
demonstrate ef- cific lessons that help prepare students for critical-thinking writing assignments:
fective class- argument, informative/explanatory, and narrative essays. . To write an effective
room writing in- argument essay, good writers often use:
struction, using
your knowledge Reasoning. Reasoning skills help convince the reader to change his or her opinion
of ELA standards, about the topic. Writers should agree or disagree with a particular topic, event, or
write a response issue and reasonably argue their position. This can be accomplished by listing the
which you: pros and cons of a topic using sound logical reasoning.
list 2 techniques Supportive evidence. writers should cite specific examples and supporting evi-
that would help dence in their arguments to provide authoritative proof of their claims. Supporting
students write an proof of their opinions should be presented in a logical, step-by-step manner.
effective argu- For example, transitional words or phrases help to present each logical piece of
mentative essay evidence.
describe why both argument and expository writing techniques include an understanding of
2/9
Study online at https://quizlet.com/_6i038e
1. Explain how phonemic awareness is noted in Marilyn Adam's. "beginning to read", Adams
phonemic aware- notes if students do not master phonemic awareness they will never read at grade
ness is related to level. Keith Stanovich research provides corroborating that phonemic awareness is
reading achieve- a core factor which separates normal from restricted readers.
ment
2. Describe specific A teacher must first assess the student's phonemic awareness skills using
steps or instruc- Yopp-Singer assessment. Next, a teacher must plan and implement specific and
tional process differentiated lessons target students weaknesses. a teacher may use different
a teacher must instructional strategies to facilitate phonemic awareness, some strategies include:
take to teach small group activities/instruction, individual work, and utilize technology. first
phonemic aware- teacher models and student does it with the teacher than the student can do
ness independently.
The teacher must provide meaningful ways to practice phonemic awareness skills
and monitor their practice. A teacher can also utilize games and other activities to
make it fun.
Finally the teacher can reassess the student using the same assessment as before
to check for mastery.
3. identify and dis- children learn primary language while mirroring and intimating their primary care-
cuss 3 factors takers. according to research, early childhood language acquisition is influenced
that inhibit pri- by biological, cognitive, and social factors.
mary language
acquisition dur- biological factors: according to noam chomsky, language is biologically inherited
ing early child- by all human beings. Eric Lennenberg concluded if a child does not develop their
hood primary language by 5, language fluency is much harder to master.
cognitive factors- as children grow mentally so they expand their ability to retain
information. Lev Vygotsky research suggest, language and cognitions are intercon-
nected. If children are not competent in their primary language, their cognition to
and ability to form clear thoughts about academic subjects will be impeded. if their
congitntion are impeded then their ability to acquire language will be delayed.
1/9
, CSET Test 1 Constructed Responses
Study online at https://quizlet.com/_6i038e
4. A fifth-grade stu- this 5th grader has demonstrated a knowledge of sound-symbol relationships.
dent attempts on all words on the list as far as beginning sounds and blends are concerned,
to spell a list such as blend "sp" in special. An understanding of consonant-doubling is demon-
of words that strated in the words yelloe and muffin. however, there are mistakes in some of
are read aloud. the ending sounds, such as "oe" in Yelloe and the "er"in docter. These mistakes
Shown below are common for a first or second grader but not expected for a 5th grader. The
are the words 5th grader student's sight vocabulary should be such as that these mistakes are
and the student's eliminated due to practice abd exposure to written words. Another weakness if this
spellings. student is in the area of medial sounds, as shown in the words natural/nacheral
and special/spechul. this student's developmental is at transitional level and the
student is still using sign-symbol relationships mastered at the lower grader level.
This student can build up a better understanding through practice and exposure
to more literature. More reading would also help to develop better morphological
understanding.
5. teachers must According to ELA standards, writing instruction should be anchored in grade -spe-
demonstrate ef- cific lessons that help prepare students for critical-thinking writing assignments:
fective class- argument, informative/explanatory, and narrative essays. . To write an effective
room writing in- argument essay, good writers often use:
struction, using
your knowledge Reasoning. Reasoning skills help convince the reader to change his or her opinion
of ELA standards, about the topic. Writers should agree or disagree with a particular topic, event, or
write a response issue and reasonably argue their position. This can be accomplished by listing the
which you: pros and cons of a topic using sound logical reasoning.
list 2 techniques Supportive evidence. writers should cite specific examples and supporting evi-
that would help dence in their arguments to provide authoritative proof of their claims. Supporting
students write an proof of their opinions should be presented in a logical, step-by-step manner.
effective argu- For example, transitional words or phrases help to present each logical piece of
mentative essay evidence.
describe why both argument and expository writing techniques include an understanding of
2/9
