Phonics and Fluency - 240 Tutoring

How should a teacher strategically coordinate spelling instruction with decoding?

• by linking the teaching of spelling rules with practice in decoding words that demonstrate the rule

• by providing students with texts that use only spelling rules they have already been taught

• by directly teaching only the spelling of sight words, since those cannot be decoded

• by ensuring that students consistently and correctly decode words that contain a specific spelling pattern before expecting correct spelling

Tags

CCSS.L.1.2E

CCSS.L.K.2D

CCSS.RF.1.3C

CCSS.RF.2.3A

CCSS.RF.2.3B

Which of the following activities would be appropriate for a fluent reader to use to continue practicing fluency skills?

• Read aloud to fluent peers in a group reading.

• Read aloud to the teacher while the teacher suggests corrections.

• Read independently from an easy reader.

• Repeat a reading section after listening to the teacher.

Tags

CCSS.L.1.5A

CCSS.L.1.5B

CCSS.L.K.5A

A second-grade teacher expects students to consistently read at home and also asks that they spend time reading aloud to an adult or older sibling. Which of the following is a skill the teacher hopes the students will further develop due directly to reading out loud?

• reading comprehension

• increased vocabulary

• confidence to read aloud in class

• reading fluency

Which of the following is NOT a goal of teaching phonics and word recognition skills?

• the ability to acquire meaning from what is read by rapidly and correctly recognizing words

• an understanding that the sounds of words in speech are made up of letter patterns

• the ability to use metacognition to self-monitor reading comprehension

• an understanding of the relationship between letters and sounds

Tags

CCSS.L.1.5A

CCSS.L.1.5B

CCSS.L.K.5A

A first-grade teacher assigns a three-sentence writing assignment to students. As students begin working, the teacher notices a student asking another student how to spell the word fish. The teacher asks the student if she can sound the word out, and the student says, "fff/...iii/...ssshhh," but she can't think of the letters to write. Which of the following strategies could the teacher implement to help this student encode letters and write them down?

• Present several read alouds as a targeted phonics intervention and have students work on pronouncing the words containing digraphs and blends.

• Have the student sit with a partner and practice breaking challenging words into syllables and sound them out while reading a text together.

• Sing the alphabet song on a regular basis at the beginning of class and hang an alphabet chart in the room for students to reference while they write.

• Give the student letter/sound picture cards in which each letter of the alphabet is in the shape of something that starts with that letter.

Tags

CCSS.L.1.2D

CCSS.L.K.2C

CCSS.RF.2.3E

CCSS.RF.4.3A

CCSS.RF.5.3A

Which of the following best describes the relationship between the development of spelling and decoding skills?

• Children typically develop spelling skills before decoding skills.

• Children typically learn to decode words significantly earlier than they are able to spell them.

• Children generally develop decoding and spelling skills at the same time.

• The two skills, spelling and decoding, are only related for the most basic decodable words.

Tags

CCSS.L.1.2E

CCSS.L.K.2D

CCSS.RF.1.3C

CCSS.RF.2.3A

CCSS.RF.2.3B

Which of the following is an important component of choral reading?

Select all answers that apply.

• hearing the teacher model oral reading

• reading aloud

• participating in a whole-class discussion after reading the text

• marking confusing words while listening to the text

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 student in a third-grade class is attempting to determine the meaning of the word "scrawny" in the following sentence. There was Sam, ten years old with long, skinny legs and equally scrawny arms, but he had a smile that lit up any room he walked into. Which of the following would best support the student in an attempt to infer the word's meaning?

• structural analysis

• orthography

• syntactic analysis

• segmentation

Tags

CCSS.L.11-12.6

CCSS.L.9-10.6

CCSS.W.11-12.2D

CCSS.W.8.2D

CCSS.W.9-10.2D

A teacher notices that students are struggling to decode words such as "moon", "groan", and "boat". Which of the following areas of instruction should the teacher plan to support students' decoding skills?

• vowel digraphs

• phoneme blending

• word syllabication

• open syllables

Tags

CCSS.RF.1.3D

CCSS.RF.2.3C

CCSS.RF.3.3C

CCSS.RF.4.3A

CCSS.RF.5.3A

Which of the following words does not contain an example of a consonant digraph?

• Fish

• Past

• When

• This

Tags

CCSS.RF.1.3A