STR READ 3326

A second-grade teacher is working with students to develop their automaticity in recognizing high-frequency words. Several English learners often misread or omit high-frequency prepositions (e.g., in, on, of, by) when reading connected text. Which of the following strategies for differentiating instruction for the English learners would best scaffold their learning in order to promote their accuracy and automaticity in reading high-frequency, grade-level function words?

• constructing word grids of the target words so that the students can practice reading the words in isolation before reading a text that includes them

• having the students practice reading the target words in meaningful phrases that are illustrated to reinforce understanding

• pointing out the parts of each target word that are and are not decodable and providing additional practice with the non-decodable elements

• engaging the students in a timed collaborative match game with a partner in which they try to improve their collective rate matching pairs of the target words

kindergarten teacher would like to determine if students can make inferences about characters and/or events in stories they hear or read. Which of the following assessment approaches is most likely to require students to make inferences?

• A. asking students to identify an important event in the story and to provide details about a character's actions during that event

• asking students to answer general understanding questions about the story based on evidence from rereading the text and/or reviewing the illustrations

• asking students to use evidence from the text and illustrations to explain how a character feels and why the character feels that way

• asking students to retell the events of the story, first by using an open-ended question, and then by following up with a focus question about event sequences

first-grade teacher often uses a simple timeline graphic organizer to scaffold information for students when they are reading social studies texts about historical events or the lives of important people. The teacher's practice is most likely to promote students' development of which of the following disciplinary-literacy skills?

• recognizing text structures commonly used in social studies

• identifying discipline-specific text features commonly used in social studies

• evaluating sources and using evidence in social studies texts

• distinguishing discipline-specific meanings of words used in social studies and other content areas

A second-grade teacher divides the class into pairs and presents each pair of students with a unique set of word cards. The teacher models how to match two word cards to build a new word (e.g., mail + box = mailbox, some + thing = something). The teacher then challenges the students to work with their partners to build as many new words as they can using their own set of word cards. The students are assigned to make a list of their new words and draft a sentence for three of the words. Afterward, each pair of students reads aloud their lists of words and sentences to the class. This activity supports students' reading development primarily by promoting their ability to:

• determine the meaning of words containing common roots and affixes.

• read aloud texts with appropriate accuracy, rate, and prosody.

• self-correct errors when reading multisyllabic words in connected text

• decode compound words quickly and accurately while reading

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

Student Response

at

ă/tshort a sound,

segment marker, t sound

men

m/ĕnm sound, segment

marker, en

line

l/īnl sound, segment

marker, ine

hot

h/ŏth sound, segment

marker, ot

gum

g/ŭmhard g sound,

segment marker, um

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?

• A. identifying and matching the initial, medial, and final sounds of words represented by pictures

• A. practicing reading simple words that belong to common word families

• A. identifying and matching pictures that represent words with the same onset or rime

• A. practicing reading a variety of simple decodable texts

A kindergarten teacher reads a decodable text about cats with a small group of students and then incorporates the content of the text into an interactive writing lesson. First, the teacher has students orally generate several sentences that relate to the actions of the cat in the story. The teacher then says, "Those are great sentences. Help me write them on the chart paper." For each decodable word in a sentence, the teacher pauses to prompt the students to listen to the sounds of the word and use their knowledge of the letter-sound correspondences that they practiced in the decodable text to identify which letter the teacher should write next. This scenario best demonstrates the teacher's awareness of which of the following concepts related to students' development of beginning reading skills?

• the role of basic print concepts in writing development

• the importance of fostering students' motivation to read and write

• the role of accurate, automatic decoding in fluent writing

• the importance of applying newly taught phonics elements to writing

Which of the following sets of words would be most appropriate to categorize as Tier Two words?

• fossil, air, soil

• clock, book, floor

• arrange, observe, predict

• custom, shelter, community

At the beginning of the school year, a kindergarten teacher determines that some students have had limited prior formal and informal literacy experiences. To accelerate these students' reading development, which of the following strategies would be most appropriate for the teacher to emphasize?

1.

• conducting reading interest surveys with the students to match individual students with texts that they are most likely to enjoy reading during independent reading in class and for at-home reading-skills practice

• engaging the students in interactive read-alouds using predictable big books that feature rhyming words to promote their development of concepts of print, phonological awareness, and knowledge of text structure

• providing the students with intensive instruction in phonics skills, syllable patterns, and morphology using leveled texts to ensure their development of accurate, automatic decoding skills and reading fluency

• having the students help put up a classroom word wall of the 100 words that appear most frequently in children's texts to encourage them to begin learning to read the words automatically by sight

A second-grade teacher seats students in partners according to ability levels. Each pair receives one of three differentiated fictional texts. After they have had an opportunity to read the story, each pair completes the sentence stems below. Then, the teacher holds a whole group discussion in which the students share their findings.

This story reminds me of a time

when ___________. I felt like that character when

____________. If I were that character I

would _____________. I am like_________(character

name) because we both _________. If ___________ happened to me I

would __________.

These sentence stems prompt students to:

• make textual connections.

• compare and contrast multiple viewpoints.

• support predictions with evidence.

• summarize the author's message.

As a student in Mrs. Carter's READ 3326 class, I will learn all that I need to know to pass the Science of Teaching Reading exam.

• This is a correct statement.

• Not a chance. This is a comprehensive exam and I will need to learn the material from multiple courses in order to pass this test.

• Not sure.

• It is too early for Mrs. Carter to expect a thoughtful response for this question.