S1 Part 2

A first grade teacher assesses students masters of words that follow a newly target phonics pattern and if needed, reteaching the phonics pattern, before including these words in passage reading activities. This practice promotes students fluency development primary:

• Expanding their sight Vocabulary

• Enhancing their reading accuracy

A kindergarten teacher points to every word in a "big book" as she reads it aloud to the whole class. What is the main purpose of reading from a big book?

• Words and print have meaning. Concepts of print. Show relation of what individual words look like in print.

• Repeating in back to the students whole omitting the initial sound.

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

A first grade teacher is going over and reteaching a vowel pattern before reading a passage? Such activity would be most useful for promoting the students.

• Increasing the reading rate

• Enhancing accuracy

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.8.10

CCSS.RL.9-10.10

Automaticity in phonemic awareness is a skill required to obtain what type of instruction?

• Phonic Skills

• Increasing Fluency

Tags

CCSS.RF.1.2B

CCSS.RF.1.2C

CCSS.RF.1.2D

CCSS.RF.3.3A

CCSS.RF.4.3A

A third grader receives a spelling list that is dictated by his teacher. Based on the list what can the student benefit from?

(Table/List)

• Student needs greater phonetic awareness

• Needs to improve phonic patterns and inflectional endings.

Tags

CCSS.L.1.5A

CCSS.L.1.5B

CCSS.L.K.5A

Midway through the year, a second-grade teacher notices that student is below grade level in their reading levels. What should she do?

• Make a referral for the student to be placed in a special education setting.

• Assess the student and plan instructions based on his need.

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

A kindergarten student recognizes letters and their sounds but struggles to decode them in words when tested on phonemic awareness. What strategy will help the student to decode?

• Blending

• Segmenting

Tags

CCSS.L.1.2D

CCSS.RF.2.3E

CCSS.RF.4.3A

CCSS.RF.5.3A

CCSS.RF.K.3A

A first grade teacher notices one of the her students is struggling with reading. He is in the lowest achieving group. The teacher has tried some strategies to improve his reading but seems to make no progress. The next step the teacher should take in working with the student is to?

• Assess his reading and target instruction to meet identified skill needs

• Read more often with the child to help with confidence, and provide buddy reading time with more capable students.

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.8.10

CCSS.RL.9-10.10

The student is writing/or reading a few words and he made mistakes with "Ch" and "sh" which skill is the student needing help with:

(Chart with 9 words)

• Consonant Digraphs

• Consonant Blends

Tags

CCSS.RF.1.3A

What are the rules for the sound of the consonant and consonant digraph?

• Sounds of consonants with 1 or more consonants omitted

• Sounds of consonants depend on the vowel that come after

Tags

CCSS.L.3.2F