Early Literacy I

Front

A kindergarten student can write phonetically but fears misspelling. Best way to support her development:

Back

Reassure her it's okay to express herself by spelling words as they sound.

Tags

CCSS.L.1.2E

CCSS.L.K.2D

CCSS.RF.1.3C

CCSS.RF.2.3A

CCSS.RF.2.3B

Front

Stages of spelling development: understanding letter-sound correspondence?

Back

semiphonetic

Tags

CCSS.L.1.2E

CCSS.L.K.2D

CCSS.RF.1.3C

CCSS.RF.2.3A

CCSS.RF.2.3B

Front

Function words like to, the, and of are best taught in which area of reading instruction?

Back

sight-word vocabulary

Tags

CCSS.RF.4.4B

CCSS.RF.5.3A

CCSS.RF.5.4A

CCSS.RF.5.4B

CCSS.RF.5.4C

Front

A first-grade teacher provides systematic phonics instruction. When teaching letter-sound correspondences, the teacher should:

Back

Provide reading opportunities for students to practice sounds in context after studying the sounds in isolation.

Tags

CCSS.RF.3.3B

CCSS.RF.3.3C

CCSS.RF.3.3D

CCSS.RF.4.3A

CCSS.RF.5.3A

Front

When a second-grade English Learner mispronounces words while reading aloud, the teacher should:

Back

Analyze the student's pronunciation patterns and plan an intervention to address difficulties affecting reading comprehension.

Tags

CCSS.RF.4.4C

CCSS.RF.5.3A

CCSS.RF.5.4A

CCSS.RF.5.4B

CCSS.RF.5.4C

Front

Effective approach for first-graders with decoding skills to learn -ing:

Back

Explicitly teach reading -ing in isolation before decoding familiar words.

Tags

CCSS.L.11-12.4B

CCSS.L.9-10.4B

CCSS.L.K.4B

CCSS.RF.1.3F

Front

Effective strategy for teaching scientific vocabulary spelling:

Back

Familiarizing students with Greek morphemes in scientific terms.

Tags

CCSS.RI.3.10

CCSS.RI.4.10

CCSS.RI.5.10

CCSS.RI.6.4

CCSS.RI.7.4

Front

Advanced 3rd grader mastered -ness and -ment. Best differentiation strategy?

Back

Introducing higher-level derivational suffixes.

Tags

CCSS.L.11-12.4B

CCSS.L.9-10.4B

CCSS.L.K.4B

CCSS.RF.1.3F

Front

Effective strategy for second graders' decoding of multisyllable words:

Back

Encouraging students to compare parts of new multisyllable words with known single-syllable words.

Tags

CCSS.L.11-12.4B

CCSS.L.9-10.4B

CCSS.L.K.4B

CCSS.RF.1.3F

Front

Common English letter combination to introduce first in phonics:

Back

th

Tags

CCSS.L.1.2D

CCSS.L.K.2C

CCSS.RF.2.3E

CCSS.RF.4.3A

CCSS.RF.5.3A