OJ Study S1

A first grade teacher considers ways to help a new student who is beginning English learner development skills an phonemic awareness and knowledge of English sounds. Which of the following steps will be most important for the teacher to take first

• Collecting a simple rhyming poems in English to practice

• Preparing a list of simple English works with different vowel sounds.

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

• Making a study tape for the student by recording and oral in reading of high-frequency English words.

A first grade teacher leads a small group of beginning readers in a lesson focused on decoding simples words composed of letters that students have learned to sound out in isolation. The teacher begins by writing 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 words at slowly and continuously without pausing

• Ask the students to suggest words they know that rhyme with sat and write these words on the board

• Teach students to first silently scan all the letters 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 help a kindergarten teacher assess a student's ability to blend phonemes?

• Say the words set, pet, and mp, then ask the child which one sounds different.

• Say the sounds /S/, /e/, and /t/ or dog 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 and individual student's phonemic awareness?

• Asking the student to identify the sound at the beginning, medial, or final of a spoken word

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

• asking the student to identify the letters in the alphabet

• having a student listen to the teacher read aloud

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

• Have student recite Ol McDonald

• Teacher writes the word "ride" and have student recite

• Has the stduent whisper silently and then recite a word out loud

• Have the student segment the sounds in the word cat/set in order

What strategy is best used to teach phonemic awareness?

• Saying the alphabet out loud

• Sing "Ol' McDonald"

• Break apart words from a list

• say the individual sounds of the word

• Say the pronunciation of cat

A student who joins 1st grade classroom in late october performs poorly on a phonemic-awareness activity. To address this students reading needs, which of the following steps would be most important for the teacher to take first?

• Making immediate plans for a sequence of differentiated instruction for the student

• conducting formal phonemic-awareness assessments with student

Which of the following statements best explains 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.

• Students need continued guided practice in basic word identification skills.

A 3rd grade teacher develops word list from a small group of students that includes words representing complex phonics patterns. After reviewing the list with the students the teacher did a dictation activity with different set of wrods that follow the same pattern and the student wrote down the word. This activity demonstrates the teachers awareness and importance of?

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

• Helping students understand how the morphology of words relate to spelling patterns.

A 1st 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.

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