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Worksheetspractice rs1
Total questions: 49
Worksheet time: 25mins
1.A student is adding E at the end of all
words that he has spelled (lot-lote,
put-pute, ball-balle).
Overgeneralization of ‘e’ students needs
instruction in phonics rules.
attend to the sounds shared by words in the same word family.
correspond to specific sounds
recognize how the structure of a word relates to its meaning.
Math lesson on triangles, polygons,
pentagons. What strategy should the
teacher use to teach these words? She
was also reading books about these words
through other lessons.
She was teaching latin roots
homophones
She was pre-teaching vocabulary.
Geometry
The teacher wants her first graders to
write correct spellings. What should the
teacher do?
Students should be encouraged to
write even though they make
mistakes as this is part of learning.
Students need to practice phonemic awareness.
The teacher should target the student's penmanship.
Provide students with print in
classroom, wall
The teacher said the word basketball, then
asked the student to delete the word basket and
say the word. The student replied “ball”, what is
the teacher trying to check with the students?
Word consciousness
Object permanence
The role of volume in communicating information.
Identifying the initial sound in a word
A first grader who demonstrates pre phonetic
writing (just know what pre phonetic writing sample
looks like you will have to choose one of the
options given).
na
TBD
Identify the consonant blend
Chin
Ship
Brave
This
What are potential benefits for a struggling 5th
grader if he is assigned to write a text for younger
students who are in kindergarten?
Using context clues
Language barrier
Student written text is a highly motivating
technique because it provides a real life purpose
for writing.
Social conventions relating to language use are likely to be similar in English and in the individual's first language.
Before teaching consonant blends, the
student should Master what skill?
before blending, a child must
know Kung Fu
before blending, a child must
know rhyme
before blending, a child must
know the individual sound
VC = it, at, on...
CVC = MAT
CVCC = LOCK
CCVC = THAT
CVVC = SOAP
CVCE = MATE
before blending, a child must
know the alphabet
While listening to students read, a second
grade teacher notices that students are struggling
when approaching multisyllabic words. Which of
the following is the teacher’s most effective
response to help students transfer the knowledge
of reading single-syllable words to reading words
with multiple syllables?
the basic principles of phrase structure (e.g., the subject-predicate structure of sentences)
Provide direct instruction on syllabication,
look for affixes as in words and use contact to
confirm the pronunciation of multisyllabic words.
The most frequently occurring speech sounds in English and in the individual's first language are likely to be the same.
recognizing sight words
A first grade
teacher notices one of 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?
Identifying a word that does not belong in a group of three spoken words.
Applying phonics knowledge
Assess his reading and target instruction to
meet identified skills needs.
What is a consonant blend?
(This answer is not on the test, it's just an
example of what it is.-know this for test it’s helpful)
cv
cvc
A consonant blend is when two or more
consonants are blended together, but each sound
may be heard individually in the blend. The most
common beginning consonant blends include, bl,
br. cl , cr. dr, fr. tr. fl, gl, gr. pl, pr, sl, sm, sp and
“last”.
Prosodic reading for the development of what?
Fluency
Reading Comprehension
It
reflects the reader’s understanding of the structure
of sentences, punctuation, and to a large extent,
the author’s purpose
Information
Midway through the year, a second-grade
teacher notices that a student is below grade level
in their reading levels. What should she do?
Make a referral for the student to be placed
in Special Ed.
Consult with a more experienced teacher
on different strategies she can use.
Hold a meeting with the parents and
describe all the student’s weaknesses.
Assess the
student and plan instructions based on his
need.
There is a question similar to this one...a
kindergarten teacher plays the following game with
her students where she says a word (like a child’s
name or simple CVC word) and the students try to
guess the name or
sounds. What is she trying to teach?
Penmanship
Letter Recognition
How to recognize that words are made up
of sounds.
Sentence Structure
There was a question about teaching a kinder
class student about difficult sounds.
The answer had b and d in it.
Similar letters should be taught at different times,
never together. Use multisensory practice. e.g.
Form letters from left to right, top to bottom.
Thumbs up is a good b/d reminder. Playdoh. Having
a visual cue is very important in teaching reverse
letters.
Learn the concept
When reading texts aloud, a second-grade
English learner often makes errors in pronunciation
that are unrelated to their ability to accurately
decode the word. The teacher’s best response
would be to?
Analyze the student’s pronunciation
patterns and plan an intervention to address
difficulties that may affect her reading
comprehension.
Identifying a word that does not belong in a group of three spoken words.
When reading texts aloud, a second-grade
English learner often makes errors in pronunciation
that are unrelated to their ability to accurately
decode the word. The teacher’s best response
would be to?
I'm not sure it's possible to imply much of anything from this data.
After looking in the attic, I gave up my search for the records.
Analyze the student’s pronunciation
patterns and plan an intervention to address
difficulties that may affect her reading
comprehension.
Which of the following instructional activities
would best help upper elementary English
Learners develop intonations and rhythms of the
English language to support fluent reading?
Giving an expressive oral reading of a short
text, then having the students echo read the text
as the teacher reads aloud again.
They ran down the street, but they couldn't catch the ice cream truck.
learn how to spell their own names.
The teacher says the following words, pig, pt,
doll and asks the student to choose the one that
sounds odd. The student says “doll”. The teacher
says, cat, can, ball, and asks the student to again
choose the word that sounds odd. The student
says, “ball” What does this activity demonstrate?
Phonemic awareness based on beginning
sounds
having the student listen to the teacher read aloud a set of words with the same beginning sound (e.g., train, trap, trouble) and then repeat the words
having the student listen to a tape-recorded story while looking at the book and then answer several simple questions about the story
Teacher asks students to provide information
(about a topic, something like this) and writes the
words students provided on the board creating a
web graphic organizer, what is the next step?
recognizing how many phonemes are contained in a word
relating phonemes to letters
Phonemic awareness based on beginning
sounds
Teacher asks students to provide information
(about a topic, something like this) and writes the
words students provided on the board creating a
web graphic organizer, what is the next step?
Organize the words into categories
identifying onsets and rimes
counting and blending the phonemes in a word
At the beginning of 2nd grade, a teacher
notices that her students have letter sound
recognition knowledge but copies words from texts
to write. (What can the teacher do to promote word
building or more writing.... something like this
Master CVC words
phonics skills practice
sight-word vocabulary
At the beginning of 2nd grade, a teacher
notices that her students have letter sound
recognition knowledge but copies words from texts
to write. (What can the teacher do to promote word
building or more writing.... something like this
Display words on walls etc. this is the only
option that seemed right to me from the list
provide reading opportunities for students to practice sounds in context after studying the sounds in isolation.
make certain that students have mastered vowel sounds before focusing on consonants.
(addition to what is on the doc) This
assessment best demonstrates which phonological
awareness skill?
Concept of word blending
helping them learn to use etymology to improve spelling and decoding of multisyllabic words.
motivating them to improve their spelling and decoding through the use of systematic study skills.
What are the rules for the sound of the
consonant and consonant diagraph?
reassuring her that it is okay for now to express herself in writing by spelling words as they sound.
Each consonant has it’s own sound. This is
what I put
b. Depends on th e vowel following the
consonant
c. One sound
I had a question about why students with
automaticity still need phonics instruction.
Academic language and vocabulary continue to be
a struggle with students)
All need continued guidance in phonics instruction
(I chose this one)
giving her a spelling list of high-frequency sight words to copy and learn each day.
reassuring her that it is okay for now to express herself in writing by spelling words as they sound.
A third grade teacher is working with a
small group of phonics issues. They were
working on a previous lesson. The teacher is
also working on a new one for the whole class.
What is the purpose of this? The answer is D
as they are using writing strategies on top of
the new phonics lesson
A pre teaching lesson with -ight words like tonight,
bright, height, etc... the better choice is to chunk
the lesson for students to understand..
helping her make a list of words that she already knows how to spell correctly.
Another MC question had a student who knew
their letter sounds but could not decode a word.
The question asked you what strategy you would
use to help the student decode.
Two of the options were blending or segmenting. I
put that the student needs to practice blending, so
make sure you are familiar with sound
segmentation and sound blending
make certain that students have mastered vowel sounds before focusing on consonants.
provide reading opportunities for students to practice sounds in context after studying the sounds in isolation.
In a kindergarten class each day there is a new
SOUND of the day. The teacher prompts all
students to replace the FIRST LETTER of their
classmates name for the day. Ex. Today's sound of
the day is /m/. Jacks name would be Mack. What
activity is this preparing students for?
In this question, sound deletion activity,
*sound deletion or substitution wasnt an option.i
put prepare them for the concept of rime and
onset.
The student recognizes the base word but is unaware of phonological shifts that apply to the derived form.
The student applies syllabication and phonics rules correctly but does not recognize the word.
2.Kindergarten student and his drawing. It had
letters written under the drawing MSTVRWV. He
said that it was a tiger. I believe it asked what
stage the student is in? (This is the TIGGER
question)
having the student look for the letters within the text of a favorite picture book
encouraging the student to observe closely as the teacher writes the letters
repeating the name of each letter several times as the student points to the letter
each word contains a vowel
Answer choices (there is p a difference
between drawings and letters, there is
12/20/22, 12/20/22
12/2212/2312/231/19
directionality in print,
What is the purpose of prosodic reading?
increasing their vocabulary knowledge.
improving their letter recognition skills.
enhancing their understanding of story elements.
Reading for enjoyment
Long sound
cvce
sight and site
ccvcc
cvec
A math/science question about a triangle.
Greek and latin roots..Morphology
providing the student with supplemental practice writing lists of words that are spelled with the target letters
providing the student with a supplemental handwriting workbook that describes the formation of the target letters in a series of steps
The question
said: A kindergarten student wrote down
“ILVMYBBSISR”. He told the teacher it says “I love
my baby sister.” This shows that the student does
not understand which concept?
Writing consists of discrete
words
academic-language development
phonics skills practice
Spelling assessments for higher grades
something like A 5th grade teacher is studying the
history of the United States during the colonial
period the teacher wants students to calculate
correctly when they engage in writing activities
associated with b unit. Which strategy something is
likely to be students spelling of unit related
vocabulary
about learning the origin of the
word. I think i picked this one as
well Etymology
ensure that students master the spelling of practice words using the target sound before teaching a new sound.
provide reading opportunities for students to practice sounds in context after studying the sounds in isolation.
An oral language assessment in January
where the teacher records a student’s performance
on separate copy of a text noting the student’s
writing time and they’re calculating a student’s oral
reading fluency score. The teacher annotates the
passage appears below based on the student’s
results of reading performance during the
assessment instruction for the student should
focus primarily on
encouraging the student to
use context strategies to improve
decoding progress
providing modeling and guided student practice sounding out simple, regular words subvocally and then reading them aloud normally
using teacher read-alouds followed by echo reading and then choral rereading of the students' favorite texts that include some simple words
Something about patterns and errors regarding
fluency... and in it had an assessment that the
student does not recognize all scores automatically
and needs to apply (look at #27 ctc).
promoting the student's automatic word recognition.
Relies heavily on context clues
enhancing the student's contextual analysis skills.
There was one about a third class was working
on how take off the “y” and add inflectionally.
Ending and ask how will this improve students.
Developing vocabulary
knowledge
improving the student's academic-language skills.
There was one about new vocabulary for a
science and what strategy would help students
understand where they come from.
teacher and students discuss
the MORPHOLOGY of each word
The student is unfamiliar with syllabication rules governing medial consonants.
The student applies syllabication and phonics rules correctly but does not recognize the word.
Sat question...
the teacher says the sounds /s/
/a/ /t/ And the children do it to teach
them blending words
having the student work on inflectional suffixes
introducing the student to higher-level derivational suffixes
I also got a question on a characteristic of
consonant blends/What is a characteristic of
consonant blends. What is a characteristic of
consonant blends: and
they retain their own sound
sight and site
teaching the student the content planned for the following lesson
The teacher is teaching a lesson with endings
with igh, such as sight, light, right, and what is the
teacher using this lesson to support?(answer has
the word “chunk” in it but it is a long answer
to chunk it
answer and reply
table and stable
What is a consonant blend?
Two consonants blended to
retain its original sound
giving her a spelling list of high-frequency sight words to copy and learn each day.
fostering their phonological awareness.
5th grade teacher helping a student in affix and
syllable stages of spelling
was, what is an inflectional
ending? -ed
introducing the student to higher-level derivational suffixes
Based on the student’s reading performance
on this assessment instruction to increase the
fluency should focus primarily on:
Promoting the student’s automatic word
recognition
having the student work on inflectional suffixes
introducing the student to higher-level derivational suffixes
Early in the school year, a first-grade teacher
wants to conduct an assessment of students’
ability to read grade-appropriate words, including
phonetically regular words and high-frequency
irregular sight words. Which of the following
informal assessments would be most appropriate
and effective for this purpose?
The teacher prepares a list of
grade-appropriate words asks each
student to try reading the words aloud,
and records the results.
learn how to spell their own names.
Help him increase his reading rate to improve his understanding of the continuity between words and sentences in the paragraph.
Which of the following approaches would be
most effective in helping first -grade students who
have the prerequisite decoding skills learn to
decode words that end in the inflectional
morpheme -ing
Explicitly teaching the students to read
the unit -ing in isolation before teaching
them to decode familiar words that end
in the inflection
creating a writing center in the classroom, stocked with paper and writing implements
stopping frequently during read-alouds to carefully pronounce and define important words
A kindergarten teacher plays the following
game with students. The teacher says, “Guess
whose name I’m going to say now?” The teacher
then says that initial sound of a student’s name
9e.g., /m/ for mariko), and the children try to guess
the name. This activity is likely to promote the
reading development of students primarily by
helping them:
recognize that a spoken word is made up of sounds.
blend separate sounds in words.
learn how to spell their own names.
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, middle, or end of a
spoken word (e.g., “what sound do you
hear at the end of step?)
having the student listen to a tape-recorded story while looking at the book and then answer several 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 (e.g., train, trap, trouble) and then repeat the words
