Phonics Session 4 Insights

Why is it important to have a designated meeting area for phonics and word study?

• To ensure students have a place to play

• To provide a space for physical activities

• To create a routine and structure for learning

• To separate students by their abilities

Tags

CCSS.L.1.5A

CCSS.L.1.5B

CCSS.L.K.5A

What should be included in the designated area to support a print-rich environment?

• Alphabet linking charts and word walls

• Musical instruments

• Art supplies

• Sports equipment

Tags

CCSS.L.1.5A

CCSS.L.1.5B

CCSS.L.K.5A

How many minutes are allocated for shared reading in the ELA block?

• 10 minutes

• 5 minutes

• 15 minutes

• 20 minutes

Tags

CCSS.RI. 9-10.10

CCSS.RI.8.10

CCSS.RL.7.10

CCSS.RL.8.10

CCSS.RL.9-10.10

What is the purpose of integrating phonics with guided reading?

• To focus only on writing skills

• To make the lesson longer

• To help students apply phonics in reading

• To reduce the number of lessons

Tags

CCSS.RI.6.4

CCSS.RI.7.4

CCSS.RI.8.4

CCSS.RI.9-10.4

CCSS.RI.9-10.4

What are the two types of assessments mentioned for phonics and word study?

• Diagnostic and continuous

• Formative and summative

• Interval and continuous

• Summative and diagnostic

Tags

CCSS.RI.6.4

CCSS.RI.7.4

CCSS.RI.8.4

CCSS.RI.9-10.4

CCSS.RI.9-10.4

Why is it important to gather information on how students use letters and sounds in reading and writing?

• To create more tests

• To reduce the number of lessons

• To focus only on their speaking skills

• To understand their application skills

Tags

CCSS.L.1.2D

CCSS.L.K.2C

CCSS.RF.2.3E

CCSS.RF.4.3A

CCSS.RF.5.3A

What additional information can be gathered by noting more than just check marks in assessments?

• Student's attendance record

• Student's handwriting quality

• Detailed understanding of student errors

• Student's favorite subjects

Tags

CCSS.L.2.4B

CCSS.L.2.4C

CCSS.L.3.2E

What does the teacher observe in the running record assessment?

• Student's drawing skills

• Student's behavior in class

• Student's ability to apply letters, sounds, and words in reading

• Student's physical fitness

Tags

CCSS.L.2.4B

CCSS.L.3.2E

What should teachers do if students are stuck and unable to apply letters and sounds?

• Reduce the number of lessons

• Ignore the issue

• Give them more homework

• Find out why and how to help them

Tags

CCSS.RI.6.4

CCSS.RI.7.4

CCSS.RI.8.4

CCSS.RI.9-10.4

CCSS.RI.9-10.4

What is the final step suggested for effective implementation of the learning?

• Skip the reflection

• Ask students to teach

• Reflect on the learning and plan the first step

• Ignore the learning

Tags

CCSS.L.6.6

CCSS.L.7.6

CCSS.L.8.6

CCSS.L.9-10.6

CCSS.W.8.2D