R1 Test

A first-grade teacher considers ways to help a new student who is beginning English learner development skills and phonemic awareness and knowledge of English sounds.

Which of the following steps will be most important for the teacher to take first?

• Teach the student to blend the sounds

• Gaining some basic familiarity with the sound system of the student's primary language

 A first-grade teacher leads a small group of beginning readers in a lesson focused on decoding simple words composed of letters that students have learned to sound out in isolation. The teacher begins by writing the word "sat" on the board. In keeping the research-based practices, the most appropriate step for the teacher to take next in this lesson would be to:

• Teach the student to blend the sounds in the word sat slowly and continuously without pausing.

• the sound system of the student's primary language

Which of the following strategies would best help a kindergarten teacher assess a student's ability to blend phonemes?

• Say the sounds /s/, /e/, and /t/ separately, then ask the child to say them as one word.

• Teach the student to blend the sounds in the word

Which of the following informal assessments would be most appropriate to use to assess an individual student's phonemic awareness?

• Asking the student to identify the sound at the beginning

• Asking the student to identify the sound at the beginning, medial, or final of a spoken word (e.g., "What sound do you hear at the end of step?")

What strategy is best used to teach phonemic awareness?

• Say the individual sounds of a word

• Say only sounds of words

 A student who joins a first-grade classroom in late October performs poorly on a phonemic awareness activity. To address this student's reading needs, which of the following steps would be most important for the teacher to take first?

• Conduct phonemic-awareness test

• conducting formal phonemic-awareness assessments with the student

Which of the following statements best explain why students continue to need systemic, explicit instruction to support and promote fluency even after they have achieved automaticity?

• Vocabulary and academic language continue to be significant factors that disrupt students' fluency

• Vocabulary and language factors that interupt the fluency

A Third-grade teacher develops a word list from a small group of

students that includes words representing complex phonics patterns. After reviewing the list with students the teacher did a dictation activity with a different set of words that follow the same pattern and the student wrote down the word.

This activity demonstrates the teachers awareness of the importance of?

• Writing activities to give students chaces to know phonics

• Using writing activities to give students opportunities to apply phonics knowledge to new words

A first-grade teacher provides students with explicit, systematic phonics instruction to promote their reading development. When designing activities to teach letter-sound correspondences, the teacher should:

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

• Opportunities for students to know sounds after the sound isolation

Prosody has which of these Characteristics

• Pitch and variation

• Variation in Pitch and intonation