When reading texts aloud, a second-grade English learner often makes errors in pronunciation that are unrelated to their ability to accurately decode the word. The teacher’s best response would be to?

• Analyze the student’s pronunciation patterns and plan an intervention to address difficulties that may affect her reading comprehension.

• Analyze the student’s pronunciation patterns and plan an intervention to address difficulties that may affect her reading comprehension.

• Analyze the student’s pronunciation patterns and plan an intervention to address difficulties that may affect her reading comprehension.

• Analyze the student’s pronunciation patterns and plan an intervention to address difficulties that may affect her reading comprehension.

 When reading texts aloud, a second-grade English learner often makes errors in pronunciation that are unrelated to their ability to accurately decode the word. The teacher’s best response would be to?

• analyze the student’s pronunciation patterns and plan an intervention to address difficulties that may affect her reading comprehension.

• analyze the student’s pronunciation patterns and plan an intervention to address difficulties that may affect her reading comprehension.

• analyze the student’s pronunciation patterns and plan an intervention to address difficulties that may affect her reading comprehension

• analyze the student’s pronunciation patterns and plan an intervention to address difficulties that may affect her reading comprehension.

Which of the following instructional activities would best help upper elementary English Learners develop intonations and rhythms of the English language to support fluent reading

• Giving an expressive oral reading of a short text, then having the students echo read the text as the teacher reads aloud again.

• Giving an expressive oral reading of a short text, then having the students echo read the text as the teacher reads aloud again.

• Giving an expressive oral reading of a short text, then having the students echo read the text as the teacher reads aloud again.

• Giving an expressive oral reading of a short text, then having the students echo read the text as the teacher reads aloud again.

The teacher says the following words, pig, pt, doll and asks the student to choose the one that sounds odd.  The student says “doll”. The teacher says, cat, can, ball, and asks the student to again choose the word that sounds odd.  The student says, “ball” What does this activity demonstrate?

• Phonemic awareness based on beginning sounds

• Phonemic awareness based on beginning sounds

• Phonemic awareness based on beginning sounds

• Phonemic awareness based on beginning sounds

Teacher asks students to provide information about a topic of signs and writes the words students provided on the board creating a web graphic organizer, what is the next step?

• Organize the words into categories

• Organize the words into categories

• Organize the words into categories

• Organize the words into categories

When should a first grade teacher begin teaching students words with digraphs (instead of consonant blends, my test said Digraphs)

• Master CVC words

• Master multisyllabic words

• Master multisyllabic words

• Master multisyllabic words

Answer explanation

Consonant blends. Blends are two- or three letter combinations, said rapidly, and each letter in a blend makes a sound (or keeps its sound). Example, of consonant blends are pl in play and spr in spring, and bl in blend.

Consonant digraphs are two-letter combinations that make one sound. For example, ph in phone, sh in share, ch chair, ph in digraph. Zarrillo p. 44.

Which sentence demonstrates the student using the Alphabetic Principle to write?

•  will see you … the student writes… I WL C U. (This is the choice because the student is using the sounds the letters make when reciting the alphabet ex: when saying the letter C from the alphabet, it makes the sound ?see? Like how the student wrote it. There will be other examples that clearly shows the student using different areas of phonemic awareness of the hard C sound etc. (edited)

•  will see you … the student writes… I WL C U. (This is the choice because the student is using the sounds the letters make when reciting the alphabet ex: when saying the letter C from the alphabet, it makes the sound ?see? Like how the student wrote it. There will be other examples that clearly shows the student using different areas of phonemic awareness of the hard C sound etc. (edited)

•  will see you … the student writes… I WL C U. (This is the choice because the student is using the sounds the letters make when reciting the alphabet ex: when saying the letter C from the alphabet, it makes the sound ?see? Like how the student wrote it. There will be other examples that clearly shows the student using different areas of phonemic awareness of the hard C sound etc. (edited)

•  will see you … the student writes… I WL C U. (This is the choice because the student is using the sounds the letters make when reciting the alphabet ex: when saying the letter C from the alphabet, it makes the sound ?see? Like how the student wrote it. There will be other examples that clearly shows the student using different areas of phonemic awareness of the hard C sound etc. (edited)

Answer explanation

  Iwill see you … the student writes… I WL C U. (This is the choice because the student is using the sounds the letters make when reciting the alphabet ex: when saying the letter C from the alphabet, it makes the sound ?see? Like how the student wrote it. There will be other examples that clearly shows the student using different areas of phonemic awareness of the hard C sound etc. (edited)

Second grades and how they will motivate each other to practice words with irregular patterns

• Quiz each other with new words 

                Or 

          Whole class activities (Spelling Bee and Spelling Baseball) 

• Quiz each other with new words 

                Or 

          Whole class activities (Spelling Bee and Spelling Baseball) 

• Quiz each other with new words 

                Or 

          Whole class activities (Spelling Bee and Spelling Baseball) 

• Quiz each other with new words 

                Or 

          Whole class activities (Spelling Bee and Spelling Baseball) 

Teacher was starting a math lesson on triangles and pentagons. She read books and included the vocabulary in other areas. How was she teaching the vocabulary?]  Math lesson on triangles, polygons, pentagons.  What strategy should the teacher use to teach these words? She was also reading books about these words through other lessons.

• She was pre-teaching vocabulary.

  Greek, Latin roots Morphology of words

• Greek, Latin roots Morphology of words

• she was using repeated exposure

 The teacher wants her first graders to write correct spellings.  What should the teacher do?

• Provide students with print in classroom, wall :Concepts of print,t rich environmental print

  Students should be Encouraged to write even though they make mistakes as this is part of developmental practices  to improve the child’s spelling. (Zarrillo 46)

• Provide students with print in classroom, wall :Concepts of print,t rich environmental print

  Students should be Encouraged to write even though they make mistakes as this is part of developmental practices  to improve the child’s spelling. (Zarrillo 46)

• Provide students with print in classroom, wall :Concepts of print,t rich environmental print

  Students should be Encouraged to write even though they make mistakes as this is part of developmental practices  to improve the child’s spelling. (Zarrillo 46)

• Provide students with print in classroom, wall :Concepts of print,t rich environmental print

  Students should be Encouraged to write even though they make mistakes as this is part of developmental practices  to improve the child’s spelling. (Zarrillo 46)

Answer explanation

Provide students with print in classroom, wall :Concepts of print,t rich environmental print

Students should be Encouraged to write even though they make mistakes as this is part of developmental practices  to improve the child’s spelling. (Zarrillo 46)