SDE1

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?

• collecting a set of simple rhyming poems in English to practice reciting with the student

• preparing a list of simple English words with different vowel sounds for the student to study

• gaining some basic familiarity with the sound system of the student’s primary language

• making a study tape for the student by recording an oral reading of high-frequency English words

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 practice, 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

• ask the student to suggest words they know that rhyme with “sat” and write these words on the board

• teach students to first scan all the letters silently in the word “sat” and then pronounce the word aloud

• have the students practice identifying the word sat in a variety of connected texts

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

• say the words: “set”, “pet”, and “map”. Then ask the child which one sounds different

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

• say the words: “sat”, “set”, and “sit”, then ask the child to say them with /m/ in place of /s/

• say the word set, then ask the child to tap once for each sound the word contains

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, medial, or final of a spoken word (what sound do you hear at the end of the word “step”?)

• having the student listen to a tape-recorded story while looking at the book and then answer several questions simple questions about the story

• asking the student to identify the letters in the alphabet that correspond to the initial consonant sounds of several familiar spoken words

• having the student listen to the teacher read aloud a set of words with the same beginning sound (train, trap, trouble) and then repeat the words

What strategy is best used to teach phonemic awareness?

• saying the alphabet aloud

• sing “old McDonald”

• break apart words from a list

• say the individual sounds of a word

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?

• engaging the student in a variety of beginning phonics games and activities

• consulting informally with the special education teacher to see if the student might benefit from the individualized education program

• conducting formal phonemic awareness assessments with the student

• making immediate plans for a sequence of differentiated instruction for the student in phonemic awareness skills

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

• vocabulary and academic language continue to be significant factors that disrupt student’s fluency

• students need continued guided practice in basic phonics patterns and elements

• students need continued guided practice in basic word identification skills

• high frequency irregular sight words continue to be significant factors that disrupt students’ 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 teacher’s awareness of the importance of?

• developing students’ recognition of common syllable patterns to support accurate reading and writing -

• helping students understand use of invented spelling to reinforce their phonics skills and foster self expression -

• helping students understand how the morphology of words relates to spelling patterns

• 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 correspondence, the teacher should:

• provide reading opportunities for student to practice sounds in context after studying the sounds in isolation

• make certain that students have mastered vowel sounds before focusing on consonants

• ensure that students master the spelling of practice words using the target sound before teaching a new sound -

• provide reading opportunity for student to whisper read

Prosody have which of these characteristics?

• a. reading with excitement and correct intonation like teachers do. A good strategy is choral reading

• variation in pitch and intonation

• pronunciation of phonemes

• reading at a rapid rate